According to Teacher Training Institute, the term Continuous and Comprehensive Evaluation (CCE) is used for school based evaluation ofpupils in which their assessment is done on a continuous basis throughout the year and which is also comprehensive in nature, in the sense that it is not confined to assessment in scholastic subjects but also covers co-scholastic areas such as performance in games/sports, Physical education, Creative Education, Art, Music, Dance, Drama, other cultural activities and Personal and Social qualities.
The continuous and comprehensive evaluation was initiated based on the recommendations to reform evaluation practices in school education by National curriculum for elementary and secondary education — a framework (1988). Therefore it is desirable to examine the view points presented in the framework with respect to evaluation. According to Early Childhood Care and Education, the framework emphasizes the following.
(1) Defining minimum levels of Teaming at all stages of education while evaluating the attainment of children
(2) Attaining mastery level in all competencies.
(3) Broadening the scope of learners’ assessment by way of including the assessment ofpsychomotor skills and socio-emotional attributes.
(4) Aiming at qualitative improvement in education through valuation.
(5) Using grades instead of marks
(6) As feedback mechanism for the benefit of teachers, learners and parents providing timely corrective measures for improving attainment level of students.
(7) Using various tools, techniques and modes of evaluation such as paper, pencil test, oral testing, observation schedules, rating scales, interviews and anecdotal records, individual and group evaluation methods at different stages. Maintain comprehensive student portfolios based on observational and situational tests.
(8) Reducing undue emphasis on paper pencil tests in evaluation process.
(9) Using more and more informal means of testing to reduce the anxiety and fear of the examinees.
(10) Laying more stress on informal and child friendly methods of testing.
(11) Recording of evidences regarding psychomotor skills related to co-scholastic areas such as work experience, art education and physical education.
(12) Preparing a profile of the growth and development or every learner.
(13) Every school may do planning of a detailed scheme of evaluation in view of the minimum learning outcomes coupled with content.
(14) Evaluation ofthe key qualities like regularity and punctuality cleanliness, se1f control, sense ofduty, desire to serve, responsibility, fraternity, democratic attitude and sense of obligation to environmental protection.
(15) Participatory and humane evaluation.
(16) Continuity of evaluation through periodical assessment oflearning to be utilized for diagnosing the areas ofdifficultyand arranging remedial instruction.
(17) Demystification ofevaluation process for making it transparent by taking parents and community into confidence.
(18) Communication of the evaluation outcomes in a positive manner.
(19) Developing competence for self-evaluation keeping in view the maturity level of children.
Continuous and Comprehensive Evaluation is a process of determining the extent to which the objectives are achieved. It is not only concerned with the appraisal of achievement, but also with its improvement. As testing evaluation is also concerned with identification of learning experiences and educative environment to produce changes in the learner’s behaviour. It involves information gathering, information processing, judgment forming, and decision-making. In recent years, there has been a growing concern for improving the quality of achievement of all students at elementary level.