“Continuous Comprehensive Evaluation”
[CCE]
As per GR PRI/2010/(136/10)/PS-5 dated
20th August 2010
THE BACKGROUND:
 The Kothari Commission Report 1966 had stated
that “the internal assessment or evaluation
conducted by schools is of greater significance and
should be given increasing importance. It should be
comprehensive, evaluating all those aspects of
students’ growth that are measured by the external
examination and also those personality traits,
interest & attitudes which cannot be assessed by it”.
(9.84)
THE BACKGROUND:
 National Policy on Education 1986 had also stated
that ‘continuous and comprehensive Evaluation
should incorporate both scholastic and non-scholastic
aspects of evaluation spread over the total span of
instructional time (8.24(iii))
THE BACKGROUND:
 The National Curriculum Framework- 2005





(NCF-05) also proposed examination reforms.
Its position paper on Aims of Education – NCF 2005,
NCERT says:
School based CCE system should be established to…
Reduce stress on children
Make evaluation comprehensive and regular
Provide space for the teacher for creative teaching
Provide a tool of diagnosis & remediation
Produce learners with greater skills
Right to Education Act
RTE - 2009
 On 27th August 2009, Govt of India adopted a new act
“right to free and compulsory education for
children between 6-14 years of age”. This law came
into force for the entire country (except Kashmir) w.e.f
1st April 2010
 It states that students up to std. VIII should not be
made to appear for any board examination
 From the year 2010-2011, a scheme of continuous
comprehensive evaluation to be implemented from
Std. I to VIII
Continuous Comprehensive
Evaluation (CCE)
 CCE refers to a system of school based evaluation of
students that covers all aspects of student personality. It is
a curricular initiative, attempting to shift emphasis from
mere testing to Holistic Learning.
 ‘Continuous’ means that the evaluation of identified
aspects of students’ growth and development is a
continuous process rather than an event. It is built into the
total teaching learning process & spread over the entire
academic session.
 ‘Comprehensive’ mean the scheme attempts to cover both
the scholastic and the co-scholastic aspects of students’
growth and development.
OBJECTIVES OF CCE:
CORE OBJECTIVE: Continuity in evaluation &
assessment of Broad based learning & behavioural
outcomes
 To help develop skills (Cognitive, Psychomotor & affective)
 To lay emphasis of thought process & de-emphasize
memorization
 To make evaluation an integral part of teaching learning
process
 To use evaluation for improvement of students’
achievements
 To guide teaching learning strategy on the basis of regular
diagnosis followed by remedial instructions
 To make the process of teaching & learning a ‘Learner
Centred Activity’
BENEFITS OF CCE
 Elimination of chance & subjectivity
 De-emphasis of memorization
 Encouragement of comprehensive evaluation covering scholastic






and co-scholastic aspects
Continuous evaluation spread over the total span of the
instructional time
Functional & meaningful declaration of results for effective use by
all
Wider use of test results for improvement through diagnosis &
remedial/enrichment programme
Improvement in the mechanics of conducting examination
Introduction of desired changes in instructional material &
methodology
Use of grade in place of marks in determining the level of pupils’
performance and proficiency
WHAT IS EVALUATION?
 It is the systematic collecting, analyzing and reporting
of information about a students’ knowledge, attitudes,
skills, intentions and/or behaviours regarding specific
content, issues or experiences.
 There are two kinds of evaluation
 Formative Evaluation
 Summative Evaluation
FORMATIVE EVALUATION
 Definition: Evaluation taken at varying interval
throughout a course to provide information and
feedback that will help improve the quality of student
learning and the quality of the course itself.
 Goal: To monitor student learning to provide ongoing
feedback that can be used by instructors to improve
their teaching and by students to improve their
learning.
 Example: Asking students to submit 1 or 2 sentences
identifying the main point of a lecture.
CONTINUOUS COMPREHENSIVE EVALUATION
 In order to achieve the core objectives of education, Formative Evaluation should aim at
developing:
LIFE SKILLS
CORE COMPONENTS OF
NPE-1986
VALUES
Self-awareness
India’s Freedom Movement
Punctuality
Empathy
The constitutional obligations
Neatness
Problem solving
Nurturing national identity
Dignity of labour
Decision Making
India’s common cultural heritage Gender Equality
Effective Communication
Equality, democracy &
Secularism
Scientific Attitude
Interpersonal relations
Gender Equality
National Integration
Creative thinking
Protection of the environment
patriotism
Critical thinking
Removal of Social Barriers
Sensitivity
Coping with emotions
Small family norms
Religious Tolerance
Coping with stress
Scientific Temper
Courtesy
SUMMATIVE EVALUATION
 Definition: Evaluation taken by students at the end of
a unit or semester to demonstrate the ‘sum’ of what
they have and have not learned.
 Goal: To evaluate student learning at the end of an
instructional unit by comparing it against some
standard or benchmark.
 Example: Assigning marks or a grade to a final exam.
SUMMATIVE EVALUATION
OBJECTIVES:
1 ) To summarize the growth in the student’s
personality from the information gathered at
different stages during the academic year.
2 ) To check whether the progress observed
during the formative evaluation is retained or
not.
3 ) To decide and change the plan of teaching
learning process by retrospection of the
personality development.
DIFFERENCE BETWEEN FORMATIVE AND
SUMMATIVE EVALUATION
INDICATORS
Goal
FORMATIVE
The goal of formative
assessment is to improve
SUMMATIVE
The goal of summative
assessment is to prove
Purpose
To enhance learning
Relation to
instruction
Frequency
Occurs during instruction
To make judgements
about students’
performance
Occurs after instruction
Role
To improve learning allows
teachers to make decisions and
monitor their instructions based
on students’ performance
Occurs on a continuous basis
(daily)
Occurs at a particular
point of time to
determine what
students know
To predict & judge
students’ performance,
give grades and
determine if the
content being taught
was retained
DIFFERENCE BETWEEN FORMATIVE AND
SUMMATIVE EVALUATION
INDICATORS
Role of
students
Examples
FORMATIVE
Active involvement
SUMMATIVE
Passive Involvement
Observations, interviews,
evidence from work samples, etc
Common assessments
like tests and exams
Design
Designed to adjust teaching and
learning while they are still
occurring
Means of
testing
Quiz, interviews, conversations,
visual and oral testing, projects,
practicals and assignments, etc.
Done to improve or change a
program while it is in progress
Designed to provide
information about the
amount of learning that
has occurred at a
particular time
Assessment in the form
of pen-paper test mostly
Evaluation
Grading
Scored but not graded
Focuses on the results
or outcomes of a
program
Graded
NEW EVALUATION SYSTEM
(w.e.f.2010-2011)
1st SEMESTER
June
Formative Evaluation(A)
( Using minimum 5 out of 8 Evaluation tools suggested)
October
Term End
Summative Evaluation(B)
Result = A + B =
100
Converted into Grades
NEW EVALUATION SYSTEM
(w.e.f.2010-2011)
2nd SEMESTER
November
Formative Evaluation(A)
( Using minimum 5 out of 8 Evaluation tools suggested)
April
Term End
Summative Evaluation(B)
Result = A + B =
100
Converted into Grades
CONTINUOUS COMPREHENSIVE EVALUATION
Stds. I to VIII
(A) Languages/Maths/EVS/Gen Science/ Soc. Science
Proforma - 1
FIRST/SECOND SEMESTER
Formative Evaluation (A)
Class
Day to day Observation, Oral work,
Practical/Experiment, Activity, Project, Test/Open
book, Home/class work, Others
Summative Evaluation (B)
Theory
Oral/Practical
Grand
Total
(A+B)
I & II
70
20
10
100
III & IV
60
30
10
100
V & VI
50
40
10
100
VII & VIII
40
50
10
100
(B) Art & Craft, Work Experience & Physical Education and Health
FIRST/SECOND SEMESTER
Formative Evaluation
Class
Day to day Observation, Oral work, Practical/Experiments,
Activities, Project, Test/Open book, Home/class work,
Others
I to VIII
100
Summative Evaluation
0
Grand
Total
100
TOOLS OF EVALUATION
(for Formative Evaluation)
 Day-to-day observation
 Oral work(Question answer, loud reading,






dialogues/conversation, role-play, interview, group discussion,
etc.)
Practical/Experiments
Activity(Individual, Group, Self-Study)
Projects
Tests(Informal small duration written tests, open book tests,
etc.)
Homework/Class work(Informative, descriptive, essay, report,
story, letter, dialogue, expressing imagination, etc)
Others(Questionnaire, self-evaluation, peer-evaluation, group
work & other similar tools)
CONTINUOUS COMPREHENSIVE EVALUATION
Instructions for formative evaluation
 Use minimum five tools per subjects in each semester for




academic subjects and minimum three tools for Arts,
Work Exp. & Phy. Edu.
The usage of tools should be spaced throughout the
semester
The selection and weightage of each tool will depend upon
the needs of the child and the objectives of the topic &
subject
At least one project work should be conducted in an
academic year in any subject
At least one unit test(short duration) per semester should
be organized in each subject
Daily Observation
 Main Objective: To monitor the progress and not just maintain the









record
No target set for the no. of observations
Record observations based on the responses during teaching-learning
process
Material prepared by unauthorized/external sources cannot be used
Note matters of special importance, level of achievement and
nature of difficulties
Observation should be based on responses related to life skills, core
components and values
Separate recording of observations per tool is not expected
Do not write the observations during the teaching-learning process
Subject teachers should maintain a separate notebook for recording
from time to time
Use the record for allotting marks out of 5 or 10 at the end of the
semesters
Oral Work
 Students should be given sufficient practice in oral work
 Give due consideration to the subject and its content
 Use question-answers, loud reading, conversation,
role-play, interview, group discussion, etc.
 Use any one or two of the above methods for the
evaluation
 Select topics of similar difficulty level
 Mark and evaluate during the semester
Practical/Experiment
 Conduct practical/experiment based on subject &






content
List the practical/experiment taking objectives & the
content of the subject into account
Prepare a schedule of conducting practical/experiment
Decide practical/experiment to be conducted for
individual or in groups
Plan practical/experiment depending upon the time &
equipments available
Observe the performance of the student
Record the noteworthy points & write the descriptive
remarks
Action/Activity
 Prepare a list of activities based on class-wise, subject-
wise objectives & content of the topic
 Plan the activities considering –
 Short/Long Duration Activities
 Individual/Group/Class Activities
 Time Available
 Select activities related to environment, day-to-day work
& life in general
 Support/Guide students during long duration activities
 Note any extraordinary effort/achievement
Project
 Prepare list of projects based on class-wise, subject-wise








objectives, age group, environment, capacity & interest of
students
At least one project per student during a year is expected
The duration of the project should be the entire 1st/2nd semester
It is possible to give the same project to the entire class in one
subject
Selection of the projects for each class should be done collectively
by the Principal, class-teacher, subject-teacher and the student
Subject-teacher should help the student select a topic for project
Subject teacher should also guide & monitor the progress & extra
ordinary achievement during the project
Supervise all the four stages of the project; compiling, analyzing,
conclusion, presentation & statement of the project
Ensure that students themselves do the project work
Short Duration Written Tests
 Based on class/subject-wise objectives, select the content of the test
 Form/nature of the questions should be …
 Based on knowledge, understanding, application & skills
 Open-ended questions
 Questions testing the analytical, synthesizing & evaluating skills
 Questions testing thoughts related to core components, life skills & values
 Avoid questions based on memory
 Prepare question banks in each subject based on the above criteria
 Use the same questions for home assignment, class work & practice




tests
Conduct a short duration test of 5-15 marks in each term in an informal
setting
It is mandatory to use the question paper set by the concerned teacher
only
Allow extra time if required by the students
Show assessed paper and discuss/guide/correct the mistakes
OPEN BOOK TEST
 Select any unit from text or similar content from other





source, appropriate to the age group
Difficulty level of the questions should be higher
Questions requiring understanding of the concept
rather than just copying from the book
Question to be based on application in day-to-day life
Enough practice to be given before the actual test
Guide students based on the difficulties faced by them
Home/Class work
 Prepare list of class/home-work based on the objective of







the subject & unit
Decide the no. of class/homework sufficient for practice
& application
Student should be able to do the assignment on their own
Avoid too many questions and lengthy answers
Selected class/homework should be assessed, marked
and calculate average as per the weightage assigned
Variety in test questions is expected. Use the same
questions for class/homework for practice
Assess class/homework from time to time and provide
guidance/assistance to students
Use guidelines given on Pages 37, 38 & 39 in teacher’s
manual
Others
 Teachers have the freedom to use one/two of the suggested tools or








devise their own
“Group-work” is one of the most useful alternative suggested
Group work facilitates peer learning
Students discuss the given unit and learn through the process
The teacher should monitor/guide & resolve the difficulties
Self-study cards prepared by the “Maharashtra Shikshan Parishad”
for Std. I to IV can be useful
For self/peer evaluation tools, teacher should prepare questionnaire
& administer for the process of evaluation
These tools can help identify the personality traits like sharingcaring, cooperation, etc.
Assessment from peers should be shared & discussed
CONTINUOUS COMPREHENSIVE EVALUATION
WEIGHTAGE OF FORMATIVE EVALUATION
Proforma -2.1
CONTINUOUS COMPREHENSIVE EVALUATION
WEIGHTAGE OF FORMATIVE EVALUATION
Proforma – 2.2
CONTINUOUS COMPREHENSIVE EVALUATION
Instructions for summative evaluation
 It should be done in the form of written, oral and
practical at the end of each term
 Oral/Practical examination should be conducted at the
class/school level, jointly by the teacher and the Head
 All academic subjects except work experience , art and
physical education
 Evaluation should be done at class level only. Question
papers prepared by any external agencies should not be
used
 For non – English schools, English subject in Std. I and
II is to be evaluated through orals and practicals only.
 There should be flexibility in duration of evaluation
SUMMATIVE EVALUATION
QUESTION PAPER
1 ) Question paper should be prepared at the class
level.
2 ) Do not use Question papers prepared by external
agencies.
3 ) Each teacher should prepare own set of different
types of questions.
4 ) Each school should prepare question banks for each
class and each subject to be used for practice / revision
and evaluation.
5 ) There should be flexibility in duration of evaluation
SUMMATIVE EVALUATION
EXPECTATIONS FOR QUESTIONS
1 ) Use open-ended questions as far as possible.
2 ) Questions which demand creative responses.
3 ) Prepare questions based on variety of
objectives like knowledge, application,
understanding, skill, interest, appreciation, etc.
4 ) Questions based on rote learning and mechanical
reply should not be encouraged
GRADING SYSTEM
 The progress report of the child should be given to the parent at the
end of each semester
 The marks obtained in formative & summative evaluation in each
semester should be added and then converted into grade as per the key
provided
Classification of Marks
GRADE
91% to 100%
81% to 90%
71% to 80%
61% to 70%
51% to 60%
41% to 50%
33% to 40%
21% to 32%
20% & below
A1
A2
B1
B2
C1
C2
D
E1
E2
 Remarks in report cards should be descriptive and positive in nature. It
should mention the good qualities of the child. It should encourage
and not compare a child with any one.
RE-EVALUATION &
EXTRA SUPPLEMENTARY GUIDANCE
 Re-evaluation should be conducted for those who remain absent




during the evaluation
Teachers should aim at helping the child to obtain minimum C2
grade
It will be compulsory for a teacher & school to provide extra
guidance & coaching to children who score grade D or below, and
help them attain minimum C2 grade
Under any circumstances, no child should be detained in
the same class
Extra supplementary guidance – Students lagging behind in
achieving the objectives should be provided with extra
supporting guidance from time to time in case of formative
evaluation and after the summative evaluation at the end of each
term also
STRATEGIES FOR
EXTRA SUPPLEMENTARY GUIDANCE












Prepare a checklist of weaknesses and shortfalls
Identify and find reasons for the same
Use group work method/learning
Make teams/groups for similar deficiencies
No ability tracking
Design strategies for each group
Create interest using innovative teaching aids
Give separate incentives for attendance & performance
Find talents in other areas
Give opportunity to show/display
Encourage, give importance, respect
Apply action/activity based teaching
STRATEGIES FOR
EXTRA SUPPLEMENTARY GUIDANCE













Use selective studies/separate syllabus
Evaluate on the same criteria
Share student oriented case studies/success stories
Use formative evaluation correctly
Find out-of-the-box solution
Use full instructional time
Plan as per the need of each class/subject
Alter timetable as per the need
Use one hour per week for supervised study
Prepare subject-wise daily timetable
Experiment with different procedures
Convince teachers to show sympathy, patience and understanding
Do not use the word ‘remedial’
CONTINUOUS COMPREHENSIVE EVALUATION Proforma - 3
YEARLY PLANNING OF SYLLABUS AND EVALUATION
(2011-2012)
Class: _________
Month/
Topic (No. Teaching
Working
& Name)
Aids
Days
Teacher: _______________
Objectives of the
Topic / Learning
outcomes
Values / core
Evaluation
component / After the
tools &
Life skills
completion of this
weightage
topic, the child
should be able to
……….
Subject:
_____________
Objectives of the
subject
CONTINUOUS COMPREHENSIVE
EVALUATION
Proforma - 4
CONTINUOUS COMPREHENSIVE EVALUATION
Proforma - 5
CONTINUOUS COMPREHENSIVE EVALUATION Proforma - 6
CONTINUOUS COMPREHENSIVE EVALUATION
WEIGHTAGE FOR QUESTION TYPES IN SUMMATIVE EVALUATION
Class
Theory+or
als/pract.
Subjects
Weightage of Question types for theory
I & II
20+10
Languages, Maths, E.V.S
70% Objective(14marks) + 30% Short
Answer(6marks)
30+10
Languages, Maths, E.V.S,
40 % Objective(12marks) + 50 % Short
Soc. Science
answer(15marks) + 10% Long answers(3marks)
III & IV
V & VI
VII &
VIII
40+10
Languages, Maths,
Gen. Sc., Soc. Science
20 % Objective(8marks) + 60 % Short answer
(24marks)+ 20 % Long answer(8marks)
50+10
Languages, Maths,
Gen. Sc., Soc. Science
20 % Objective(10marks) + 60 % Short
answer(30marks) + 20 % Long
answer(10marks)
CONTINUOUS COMPREHENSIVE EVALUATION
SUBJECT-WISE DESCRIPTIVE REMARKS
FIRST/SECOND SEMESTER
Student's name: ______________________
Subject
1
2
3
4
5
6
7
8
Std: _____
Descriptive Remarks
Div: _____
CONTINUOUS COMPREHENSIVE EVALUATION
Instructions for Descriptive Remarks:
 Student’s progress is to be noted and recorded in each subject in




both the semesters separately.
Use at least two pages in each subject for each semester
While noting the progress in a particular subject, keep in mind
the tools and techniques used.
Record the student’s noteworthy progress, learning shortfalls
and difficulties
Praise and mention the remarkable progress made by the
student.
Help the student overcome the difficulties and learning
shortfalls by compiling and analysing the remarks and using
extra supplementary guidance like joint guidance, group-work,
individual guidance, assignments, revision, etc.
Some positive descriptive remarks
 You can write lengthy answers well. This is a good thing.





Everyone should do that.
Look everyone, Shamika’s notebook is so neat and tidy.
There are no cancellations.
I like your drawing. Draw 3-4 pictures. We will display it on
the class board.
The poem which you recited has a very different tune. It is
melodious to hear.
Your voice is loud and clear. Everyone should take the
morning pledge in the assembly like you.
See how fine and similar, Meenakshi’s rangoli lines are.
Make such fine lines. You can also do it. Let’s all clap and
praise Meena
Some positive descriptive remarks
 Your handwriting is good. Only while writing joint words,
take a few precautions, then you will have no problems.
 Your diagrams are correct, if your lines appear thick.
Sharpen your pencil, then your diagram will be perfect.
 I have seen all the examples of addition that you have
solved. Now you observe and tell me where you have made
mistakes.
We have learnt that we have to write unit place below unit
and ten below ten. Use this method and then solve the sum
again. It will be correct. Once you learn how to add,
multiplication will be easy for you.
CONTINUOUS COMPREHENSIVE EVALUATION
Proforma – 7.1
CONTINUOUS COMPREHENSIVE EVALUATION
Proforma – 7.2
CONTINUOUS COMPREHENSIVE EVALUATION
Proforma – 7.3
CONTINUOUS COMPREHENSIVE EVALUATION
Proforma – 7.4
CONTINUOUS COMPREHENSIVE EVALUATION
CONTINUOUS COMPREHENSIVE EVALUATION
SUCCESS OF CCE => ROLE OF ALL STAKEHOLDERS…
(Principals, Parents, Teachers & Students)
 Positive attitude & open-mindedness
 Willingness to adapt to new changes
 Complete knowledge & understanding of the system
 Regular interaction and coordination
 Mutual trust & respect
 Fair & just approach
 Responsible behaviour
 Being conscious & alert
 Clarity in communication
 Creativity & innovation
 Proper training & orientation
 Shift from subjectivity to objectivity
CHALLENGES OF CCE












Large class strength
High Pupil / Teacher ratio
Teachers perception and competencies
Absenteeism (Teacher / Pupil)
Diversity of learners
Time constraints
Monitoring and feedback
Remediation and enrichment
Teaching-learning resources
Uniform applicability
Preventing nepotism and victimization
Switching from CCE to traditional evaluation in higher
class
Open & Closed Ended Questions
 A closed ended question(CEQ) can be answered with
either a single word or a short phrase.
 An open ended question(OEQ) is likely to receive a
long or multiple answers.
 Characteristics :
*CEQ give us facts ,are easy & quick to answer,& keep
control of the conversation.
*OEQ ask respondent to think & reflect, give opinions
& feelings,& take control of the conversation.
Features of Open Ended Questions
 No fixed method
 No fixed answer/Many possible answers
 Solved in different ways & on different levels
 Offer student room for own decision making &
natural mathematical way of thinking
 Develop reasoning & communication skills
 Open to student’s creativity & imagination
 Focuses on student’s understanding & ability to reason &
apply knowledge
CEQ Vs OEQ
 Do you get on well with
 Tell me about your
your boss?
 Who will you vote for in
this election?
relation with your boss.
 What do you think about
the 2 candidates in the
election?

+
= 10
 Ali solved 2x + 4 = 8 &
got 2,Susan solved the
eq.& got 6.Who is correct
& why?
 ?
6+
= 10
 Solve: 2x + 4 = 8
 What is the capital of
Maharashtra State?
CEQ vs OEQ
 Does your teacher like you?

 What qualities your

5
7
Find area of the rectangle.
 15 ÷
=5
 Which equipment is used
to put out fire?
 What are the constituents
of a balanced diet?



teacher appreciate in you?
Find the length & breadth
of the teacher’s table &
blackboard. Calculate &
compare their areas.
÷
=7
What will you do if a
sudden fire breaks out?
Prepare a food chart of
your family for a week.
Write its constituents &
find if it is a balanced diet
or not.
If the child is not Learning the way you are
teaching , try teaching the way the child Learns.
Prepared by: NAJMA KAZI
Email: najmakazi@gmail.com
Phone: 98210 48016
www.slideshare.net Search for “CCE Presentation”