Continuous and Comprehensive Evaluation- A CBSE Initiative


Education aims at making children responsible, productive and useful members of the society. Schools are places where a child can develop knowledge, skills and attitudes needed for the future through various learning experiences and opportunities provided by the school.

In the classroom, students analyse and evaluate their experiences, learn to doubt, to question, to investigate and to think independently.

Unfortunately, now a days, children face stiff competition in schools. The pressure of getting more marks in their exams cause tremendous stress and anxiety among children and hampers the joy of learning. In order to deal with this stress among students, CBSE adopted a new scheme of evaluation called the Continuous and Comprehensive evaluation (CEE).

Continuous and Comprehensive evaluation (CCE) refers to a school based assessment system that covers all aspects of student’s development.  The objectives of continuous and comprehensive evaluation are:

  1. Continuity in evaluation and
  2. Assessment of learning and behavioural outcomes

“Continuous” evaluation means that the assessment happen regularly. Learning gaps are identified, corrective measures are adopted, and feedback is given at regular intervals.

“Comprehensive” means that the scholastic and co-scholastic aspects of student’s growth and development are assessed.

CCE adopts various methods to examine the children overall growth and development and learning. Students get different options to express their learning and understanding. Marks have been replaced by grades and the pressure on the children are less.

Under the scholastic subject specific area, students are evaluated for their knowledge, understanding, application, evaluation, analysis and ability to apply knowledge. Various techniques such as assignments, group discussions, debates, elocution, quizzes, projects, experiments etc. are adopted to develop and evaluate these skills.

Under the non-scholistic subject area, a student’s life skills, attitudes, interests, values, co-curricular activities and physical health are assessed.

The CCE aims to assess students from various other perspectives like attitude, aptitude, reasoning, social skills, emotional skills, extracurricular activities etc. rather than the monotonous method of examinations.

External examinations mostly evaluate learning based retention and how successful a student is, is based on his or her marks. The results of the examinations are only listed as pass or fail and the entire focus of the students learning is limited to only to scoring marks. The ability and behavioural aspects of children are not evaluated. The focus is more on the retention ability of the student rather than about understanding the concept.

The aim of CCE is to de-stress the students and make learning a joyous and fun-filled experience. However the effectiveness of implementing CCE lies with the teachers. Teachers have to work with the children in greater detail and observe them continuously for this assessment to be effective.

Perceptions of Teachers on CCE

 There is a continuous need to observe the students and assess them in daily classroom activities. Teachers have a lot more to do than before.

To begin with, some teachers feel that the parents have not yet accepted this new system and they still pressurize their children to score more and more now, not in terms of marks but in grades.

Teachers also feel that slow learners are at an advantage. With this system in place there are no failures and students get enough opportunity to score more. However some teachers also feel that students are not serious about learning as there is no pressure of exams.

Yet another aspect that comes forth is that the CCE assessment method has increased the workload of teachers. Maintaining various records of academic and non-academic achievements has made the process cumbersome and work intensive. All this has to be done in a specific time frame, there by greatly increasing the deadline and time pressures for a teacher. It appears that teaching is over powered by evaluation and the stress now has been transferred from the students to the teachers.

Perceptions of Students on CCE

Some students are happy that marks are replaced by grades and the stress is less.   Students also feel that the assignments and group activities give them an opportunity to gain more knowledge beyond the books and display their leadership skills.

However, students now have to constantly be on their toes as they have to perform continuously as they are evaluated regularly and have some test or the other every week.

Good students feel that CCE is de-motivating and they also feel that they lose the opportunity of competing against each other.  They also feel that CCE was not practical and burdensome.  Some also complain that they are not able to enjoy holidays like before because they have to complete their projects.

In conclusion, CCE is a well-intentioned, child-centric approach to learning and evaluation and the success of this approach lies with everyone – management, parents, teachers and students. This approach works well when there are less number of students in class and there are more trained teachers available to adhere to the need of evaluation.

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