CCE #1: Article | Continuous and Comprehensive Evaluation (CCE)
Students attending schools today will be ready to take up jobs 20 years from now. But will the world around us then, be as it is today? With the pace at which things are changing, developing, and evolving, it is likely that things in the future will be quite different from what they are today. But, if we don’t know what the future will be, how can we prepare our students to be ready for that future? Does our education system accommodate the needs of the future?
The Continuous and Comprehensive Evaluation (CCE) system advocated by the Central Board of Secondary Education (CBSE) is an attempt to make our students future ready.
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.
7 Skills Students Need for the Future
In the following video, Dr. Tony Wagner, co-director of Harvard’s Change Leadership lists the following seven skills students need for the future:
- Critical thinking and problem-solving
- Collaboration across networks and leading by influence
- Agility and adaptability
- Initiative and entrepreneurialism
- Effective oral and written communication
- Accessing and analyzing information
- Curiosity and imagination
The Role of CCE in Shaping Skills for the Future
The CCE emphasizes on an evaluation systems that covers all aspects of a students’ development, thereby ensuring their overall development and not just academic development.
The major emphasis of CCE is on the continuous growth of students ensuring their intellectual, emotional, physical, cultural and social development and therefore will not be merely limited to assessment of learner’s scholastic attainments.
The objectives of CCE are:
- To help develop cognitive, psychomotor and affective skills.
- To lay emphasis on thought process and de-emphasise 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 device 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
Earlier assessments in schools would focus only on scholastic aspects, but with the introduction of CCE, equal emphasis is now being given to co-scholastic skills such as, attitude to learning, ability to practically apply what is learned in everyday situations, using techniques creatively or critically evaluated concepts and theories. While these are less tangible skills, they are essential to survive in the real world.
It uses assessment as a means of motivating learners in further programmes to provide information for arranging feedback and follow up work to improve upon the learning in the classroom and to present a comprehensive picture of a learner’s profile.
Features of CCE:
- The ‘continuous’ aspect of CCE takes care of ‘continual’ and ‘periodicity’ aspect of evaluation.
- Continual means assessment of students in the beginning of instruction (placement evaluation) and assessment during the instructional process (formative evaluation) done informally using multiple techniques of evaluation.
- Periodicity means assessment of performance done frequently at the end of unit/term (summative) of the child’s personality. It includes assessment in Scholastic as well as Co-Scholastic aspects of the pupil’s growth.
- The ‘comprehensive’ component of CCE takes care of assessment of all round development of the child’s personality. It includes assessment in Scholastic as well as Co-Scholastic aspects of the pupil’s growth.
- Scholastic aspects include curricular areas or subject specific areas, whereas co-scholastic aspects include Life Skills, Co-Curricular Activities, Attitudes, and Values. Assessment in scholastic areas is done informally and formally using multiple techniques of evaluation continually and periodically. The diagnostic evaluation takes place at the end of a unit/term test. The causes of poor performance in some units are diagnosed using diagnostic tests. These are followed up with appropriate interventions followed by retesting.
- Assessment in Co-Scholastic areas is done using multiple techniques on the basis of identified criteria, while assessment in Life Skills is done on the basis of Indicators of Assessment and checklists.
Of course, this would mean changing the way assessments and evaluations are done in school. In the next article, we will look at the assessment methods proposed by the CCE system and provide resources to gain a better understanding of how these methods are used in class.