CONTINUOUS AND
COMPREHENSIVE EVALUATION
Introduction
Assessment
of performance is an integral part of any process of any process of learning
and teaching. As a part of sound educational strategy, examination should be
employed to bring about qualitative improvement in education. -------The NPE,
1986
There is an
urgent need to make evaluation an integral part of the whole teaching learning
process. The traditional examinations take cognizance of the scholastic area
only, the attention and efforts of both teachers and children goes primarily to
this area. Therefore present school neglects many vital areas of a child’s
personality by starving them from required inputs. In fact, if teaching
learning process is continuous, the examination or evaluation should be
continuous. The comprehensive and continuous evaluation (CCE) provides
accommodation for individual differences. It aim at fostering individual
ability of children and helps them to realize their potentialities. The CCE
also aims at making upon the deficiency by laying adequate emphasis on the
development of non-scholastic areas. Thus it helps to develop all aspects of child’s
growth to his or her optional potential. Therefore the comprehensive and
continuous evaluation presents a combination of external and internal
evaluation. In a system of comprehensive and continuous evaluation both the
scholastic and non scholastic aspects of education are to be kept in view.
The purpose
I.
Continuous and comprehensive evaluation is indented to
provide a holistic profile of the learner through assessment of both scholastic
and non scholastic aspects of education spread over the total span of
instructional time in schools.
II.
It helps to identify those positive attributes of the
learner which are not usually assessed during the examinations conducted by the
board.
III.
As it is spread over a period of two years in class IX
and X it provides several opportunities for the school to identify the latent
talents of the learners in different contexts.
IV.
To help the children to have feed back to judge their
achievements.
V.
To obtain valuable data about the strength and weakness
of the children regularly.
VI.
To emphasis the development of non scholastic areas.
VII.
To provide opportunities for teachers to make suitable
change in their efforts.
VIII.
To motivate both the teachers and students to improve
teaching-learning process.
IX.
To develop all aspects of child’s growth to his or her
optional potentials.
X.
To provide remedial and enriched instruction.
The grading
The several
attitudes/traits/competencies/skills of learners are identified by the school
on a five points scale. Each grade of the scale refers to the following level
of performance.
GRADE LEVEL OF PERFORMANCE
A Excellent
B Very
good
C Good
D Average
E Below average
Comprehensive evaluation
The
comprehensive evaluation gives the teacher the opportunity to assess the
students. The concept of comprehensive evaluation covers different aspects of a
child’s growth. The area are work experience course, health education, physical
education and other specially planned co-curricular activities. Child’s growth
in non-cognitive areas should be evaluated and guided continuously and it may
be the part of a formal examination.
Continuous evaluation
It is
likely possible to obtain valuable data about the strength and weakness of
children through continuous evaluation. Continuous evaluation helps in
providing remedies and enriched instruction with a view to realize the
objectives of education in the optimum growth and development of various
aspects of child’s personality. The feedback helps teacher in improving the
level of achievement and proficiency among children.
Continuous evaluation of scholastic abilities
This
consists of evaluation of projects, assignments, practical, seminars and
records. These components are graded based on specific grading indicators.
I.
Projects
Grading Indicators
1. Comprehensive
in planning
Time required
Tools and methods, their adequacy
and accuracy
Methods of data collection and
analysis, their adequacy and accuracy.
2. Collection
of data
Data collection in consonance
with planning
Data collection adequate enough
for inference
Timely recording of data
3. analysis
and conclusion
Scientific nature
Accuracy and appropriateness
4. comprehensive
of the report
The prescribed format
Language adequate for
communication
Relationship between project diary and
report.
5. presentation
Understanding of the learner in
content and process
Response to question raised.
II.
Assignments
Grading indicators
1. Systematic
self expression
Precise means of communicating
ideas
2. content
Clarity, illustration
Relevant to the task
Applicability
3. originality
4. understanding
of the content
5. time
schedule
III.
Practical
Grading indicators
1. Skill
of planning
2. Skill
of manipulating apparatus and equipments
3. Controlling
variables
4. Observation
and measuring
5. Analysis
of data
IV.
Seminars
Grading indicators
1. Data
collection
2. Structure
of the seminar paper
3. Presentation
V.
Records of collection
Grading indicators
1. Accuracy
of the content
2. Completion
of the diary
3. Neatness
and orderliness
4. Time
schedule
5. Understanding
of the content
Co-scholastic abilities
i.
Work experience
ii.
Art education
iii.
Health and physical education
Personal qualities
I.
Communication skill
II.
Character and conduct
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