CONTINUOUS AND COMPREHENSIVE EVALUATION – A BLESSING OR A BURDEN

Education in schools is presently based on the concept known as ‘Continuous and Comprehensive Evaluation’. This new scheme of evaluation was implemented with the vision of assessing students throughout the academic session on a broad based process of learning. Being comprehensive, the prospects seem bright as the students are able to recognize their fields of interest and make decisions for the future in regard to pursuing higher studies, choosing their course and shaping the career. The scheme comes as a challenge to those students who excel in academics alone and lag in co-curricular activities.

Continuous and comprehensive evaluation plays an important part in the teaching-learning process and to raise the standard of performance in the schools. The new scheme provides scope for the teachers to develop better teaching strategies and assess the students through multiple techniques of evaluation. The scheme benefits the learners too as they get motivated to improve their studying habits by discarding memorization and laying emphasis on the co-scholastic areas. However, sufficient time would definitely be needed for the scheme to be properly effective in schools throughout the nation.

CCE was introduced in the CBSE Board about a couple of years back. Schools having less infrastructural expansion and resource availability are trying to make adequate changes for reforming the evaluation system. Though the implementation is considered as a blessing in some schools, it is referred to as a burden in some other educational institutions. Apart from classroom teaching, importance is being given to the students for their active participation in the co-curricular activities like aesthetic and performing art, health and physical activities etc. for proper functioning and efficiency of the scheme. Besides, progress of every student in both scholastic and co-scholastic aspects are also recorded.

The objectives of CCE have to be sincerely followed by the stakeholders for the success of the venture. The evaluation process would appear challenging during the initial years but it will truly live up to the expectations as education is not merely textbook learning but development of the entire personality.

In my opinion, continuous and comprehensive evaluation is a positive step in the process of assessment. I like the scheme for several reasons. It helps in bringing out the inner potential of every student besides excellence in academic learning, minimizes stress caused by fear of Board examinations, decreases workload as the syllabus of one term is not repeated in the next term and aids in developing life skills to face situations in future.

The scheme turns out to be a disadvantage to some meritorious students since there is no scope for competition as marks are replaced by grades. Some students may not have a liking as they are constantly being watched of their actions. They do not feel at ease and remain tensed as grades are given for their attitude towards teachers, school-mates, school and environment.

It is possible that CCE may have to cope with some so far unseen challenges in future. It would all depend upon the acceptance of the scheme by the students, parents and teachers. Success would lie entirely upon the contentment of the stakeholders and only then it would stand the test of time.

Above all, feedback by students passing out with flying colours, reactions of the parents whose children achieved the desired goals and success of the teachers in imparting education would define the ground of necessity of the evaluation scheme in the schools in the near future.

 

[Published in ‘Articles Base’ on 7 May 2013]

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