Continuous and Comprehensive Evaluation (CCE) refers to a system of school based evaluation of a student that covers all aspects of a student development. It is a developmental process of student which emphasizes on two fold objectives. These objectives are continuity in evaluation and assessment of broad based learning and behaviourial outcomes on the other.
Scholastic and Co-Scholastic Assessment:
In order to have Continuous and Comprehensive Evaluation, both Scholastic and Co-Scholastic aspects need to be given due recognition.Such a holistic assessment requires maintaining an ongoing and comprehensive profile for each learner that is honest, encouraging and discreet. While teachers frequently reflect, plan and implement remedial strategies, the child’s ability to retain and articulate what has been learned over a period of time also requires periodic assessment. These assessments can take many forms but all of them should be as comprehensive and discreet as possible. Weekly, fortnightly, or quarterly reviews (depending on the learning area), that do not openly compare one learner with another are generally recommended. The objective is to promote and enhance not just learning and retention among children, but their soft skills as well.
The objectives of the Scholastic domain are:-
- Desirable behaviour related to the learner’s knowledge, understanding, application, evaluation, analysis and the ability to apply it in an unfamiliar situation.
- To improve the teaching learning process.
- Assessment should be both Formative and Summative.
CCE is divided into the following aspects:-
I. Scholastic Assessment
(i.) Formative Assessment
(ii.) Summative Assessment
Formative Assessment is a tool used by the teacher to continuously monitor student progress in a non threatening, supportive environment. It involves regular descriptive feedback, a chance for the student to reflect on the performance, take advice and improve upon it. It involves the students’ being an essential part of assessment from designing criteria to assessing self or peers. If used effectively, it can improve student performance tremendously while raising the self esteem of the child and reducing the work load of the teacher. Formative Assessment is carried out during a course of instruction for providing continuous feedback to both the teachers and the learners. It is also carried out for taking decisions regarding appropriate modifications in the transactional procedures and learning activities.
Summative Assessment is carried out at the end of a course of learning. It measures or ‘sums-up’ how much a student has learned from the course. It is usually a graded test, i.e., it is marked according to a scale or set of grades. Assessment that is predominantly of summative nature will not by itself be able to yield a valid measure of the growth and development of the student. It, at best, certifies the level of achievement only at a given point of time. The paper pencil tests are basically a onetime mode of assessment and to exclusively rely on it to decide about the development of a student is not only unfair but also unscientific.
The desirable behaviour related to learner’s life skills, attitudes, interests, values, co-curricular activities and physical health are described as skills to be acquired in co-scholastic domain. The process of assessing the students’ progress in achieving objectives related to scholastic and co-scholastic domain is called comprehensive evaluation. It has been observed that usually under the scholastic domain such as knowledge and understanding of the facts, concepts, principles etc. of a subject are assessed. The Co-Scholastic elements are either altogether excluded from the evaluation process or they are not given adequate attention. For making the evaluation comprehensive, both Scholastic and Co-Scholastic aspects should be given importance. Simple and manageable means of assessment of Co-Scholastic aspects of growth must be included in the comprehensive evaluation scheme.
Evaluation of Scholastic aspect:
The Evaluation is conducted in two terms:-
1. Term 1
Marks can be given on various criterias based on different subject, say for example we take a subject Mathematics, so in this particular subject we can create the criteria or evaluations as shown in the figure below:
The Final Grade is computed based upon the Weighted Averages in the following manner:
FA1 = 10%
FA2 = 10%
SA1 = 30%
then, again 10%, 10%, and 30% for FA3, FA4, and SA2 respectively;
Thus, making the total as 100%.
Grading Scales For Scholastic and Co-Scholastic Areas:
Further more, to get a detailed overview of the Grading System followed in the Results Generation have a look at the running example mentioned below:-
For a particular class when the marks are being entered for all the subjects depending on the criteria mentioned above the result will be generated in the following manner:
Hence, the results can be generated likewise.
All the above operations are flawlessly carried out by the Result Module of eSchool App. Results can be directly printed and parents notified over Smartphones App.
For more details on Result Section Visit this Link: Results Management