Continuous and Comprehensive Evaluation

Continuous and comprehensive evaluation was a pro- will carry a 40% weightage for the aggregate. In some
cess of assessment, mandated by the Right to Education schools, an additional written test is conducted instead of
Act, of India. This approach to assessment has been in- multiple oral tests. However, at least one oral test is con-
troduced by state governments in India, as well as by ducted.
the Central Board of Secondary Education in India, for
The summative assessment is a three-hour long written
students of sixth to tenth grades and twelfth in some test conducted twice a year. The first summative or Sum-
schools. The Karnataka government has introduced CCE
mative Assessment 1 (SA-1) will be conducted after the
for grades 1 through 9 later it was also introduced for first two formatives are completed. The second (SA-2)
12th grades students. The main aim of CCE is to evalu- will be conducted after the next two formatives. Each
ate every aspect of the child during their presence at the summative will carry a 30% weightage and both together
school. This is believed to help reduce the pressure on will carry a 60% weightage for the aggregate. The sum-
the child during/before examinations as the student will mative assessment will be conducted by the schools itself.
have to sit for multiple tests throughout the year, of which However, the question papers will be partially prepared
no test or the syllabus covered will be repeated at the end by the CBSE and evaluation of the answer sheets is also
of the year, whatsoever. The CCE method is claimed to strictly monitored by the CBSE. Once completed, the syl-
bring enormous changes from the traditional chalk and labus of one summative will not be repeated in the next.
talk method of teaching, provided it is implemented ac- A student will have to concentrate on totally new topics
curately. In 2017, the CCE system was cancelled for stu- for the next summative.
dents appearing in the Class 10 Board Exam for 2017-18,
bringing back compulsory Annual Board Exam and re- At the end of the year, the CBSE processes the result
moving the Formative and Summative Assessments un- by adding the formative score to the summative score,
der the Remodeled Assessment Pattern.[1] i.e. 40% + 60% = 100%. Depending upon the percent-
age obtained, the board will deduce the CGPA (Cumula-
As a part of this new system, student’s marks will be re- tive Grade Point Average) and thereby deduce the grade
placed by grades which will be evaluated through a se-
obtained. In addition to the summative assessment, the
ries of curricular and extra-curricular evaluations along board will offer an optional online aptitude test that may
with academics. The aim is to decrease the workload on
also be used as a tool along with the grades obtained in the
the student by means of continuous evaluation by tak- CCE to help students to decide the choice of subjects in
ing number of small tests throughout the year in place
further studies. The board has also instructed the schools
of single test at the end of the academic program. Only to prepare the report card and it will be duly signed by the
Grades are awarded to students based on work experi- principal, the student.
ence skills, dexterity, innovation, steadiness, teamwork,
public speaking, behavior, etc. to evaluate and present
an overall measure of the student’s ability. This helps the
• Deductive Method - What does the student know
students who are not good in academics to show their tal-
and how can he use it to explain a situation.
ent in other fields such as arts, humanities, sports, music,
athletics, and also helps to motivate the students who have
a thirst of knowledge. • Co-relation with a real-life situation - Whether the
situation given matches any real-life situation, like
tsunamis, floods, tropical cyclones, etc.
1 Pattern of education
• Usage of Information Technology - Can the problem
Unlike CBSE’s old pattern of only one test at the end of be solved with the use of IT? If yes, how?
the academic year, the CCE conducts several. There are
two different types of tests. Namely, the formative and
the summative. Formative tests will comprise the stu- In addition to that, various assignments can be given such
dent’s work at class and home, the student’s performance as projects, models and charts, group work, worksheet,
in oral tests and quizzes and the quality of the projects or survey, seminar, etc. The teacher will also play a major
assignments submitted by the child. Formative tests will role. For example, they give remedial help, maintain a
be conducted four times in an academic session, and they term-wise record and checklists, etc.

1
2 5 EXTERNAL LINKS

2 Outcome, results and effect • J. B. Dixit (1 February 2010). Comprehensive Math-

ematics Activities and Projects X. Laxmi Publica-
The outcome of the CCE system at the initial level varies. tions. pp. 4–. ISBN 978-81-318-0806-1.
Though most of the schools implemented it quickly, • The Indian Journal of Social Work. 59. Department
teachers and students who were accustomed to the older of Publications, Tata Institute of Social Sciences.
system of evaluation and examination faced difficulties 1998. pp. 625–.
coping with the changes. The main aim of CCE is to
reduce pressure on students who are unable to effectively • Rewa Bhasin (14 February 2014). Dynamic Mem-
participate in the educational system and leave it dejected ory Modern Paragraph Writing-Secondary Level.
and with low self-confidence. However the system has Diamond Pocket Books Pvt Ltd. pp. 22–. ISBN
also been criticised for focussing more on projects and 978-93-5083-345-2.
activities than actual learning. Critics also state that stu-
dents’ workload has not actually gone down because even • Publisher’s Monthly. 38. 1996. pp. 80–.
though exams have been reduced, stressed students wres- • J. S. Rajput; National Council of Educational Re-
tle with projects and oral tests all the year round. Students search and Training (India) (2004). Encyclopaedia
are required to participate in activities even if the syllabus of Indian Education: A-K. NCERT. pp. 365–.
is not covered. Despite these criticisms, the outcomes of ISBN 978-81-7450-303-9.
this system were projected to be better that the rote learn-
ing of the previous system, which placed an undue em- • Journal of Indian Education. 18. National Council
phasis on memory and facts instead of understanding and of Educational Research and Training. 1992. pp.
creating a learning environment. 11–.

3 School affected by CCE 5 External links

All schools are affected by CCE, but for the 10th grade • Official website for CCE
it is entirely up to the students whether they want to fol-
low the annual or CCE pattern. However, only a small • Official website for CBSE
numbers of schools provide this choice to their students. • Additional subjects offered by the CBSE for CCE
students

4 References
[1] “CBSE Circular dated 31/01/2017” (PDF). cbse.nic.in.

• Training of Trainers in Science and Technology Ed-

ucation: Asian edition. Commonwealth Secretariat.
1 January 1996. pp. 52–. ISBN 978-0-85092-480-
0.
• Continuous and Comprehensive Evaluation: Teach-
ers’ Handbook for Primary Stage. National Council
of Educational Research and Training. 2003. ISBN
978-81-7450-246-9.
• J. P. Singhal (1 June 2010). Academic Continu-
ous and Comprehensive Evaluation in Social Science
X. Laxmi Publications Pvt Limited. ISBN 978-93-
80644-19-6.
• Dr. N. K. Sharma (1 June 2010). Academic Con-
tinuous and Comprehensive Evaluation in Science X.
Laxmi Publications Pvt Limited. ISBN 978-93-
80644-18-9.
• Poonam Banga (1 August 2010). Solutions to Aca-
demic Continuous and Comprehensive Evaluation in
Hindi X B. Laxmi Publications Pvt Limited. ISBN
978-93-80644-27-1.
 3

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