Continuous and Comprehensive Evaluation

CCE logoIn 2004, CCE was implemented in primary classes at I-V (Vide Circulars No. 5/18/25/04). Besides doing away with the concept of pass/ fail system up to class V, the assessment focused on the positive aspects of the child’s development during this stage. Accordingly Achievement Records for the primary classes - (for classes I & II and classes III to V) were also developed and recommended to schools with the objective of facilitating holistic learning. As a follow up, the Board decided to extend CCE to classes IX and X in 2009 (Circular No. 39/09).

Continuous and Comprehensive Evaluation (CCE) refers to a system of school based evaluation of student that covers all aspects of 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 behavioral outcomes on the other. The term 'continuous' is meant to emphasize that evaluation of identified aspects of students ‘growth and development’ is a continuous process rather than an event, built into the total teaching-learning process and spread over the entire span of academic session. The second term 'comprehensive' means that the scheme attempts to cover both the scholastic and the co-scholastic aspects of the students’ growth and development.

Scholastic Areas:

Formative 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.

Summative Assessment

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 a set of grades. Assessment, which is predominantly of summative nature, will not by itself be able to yield a valid measure of the growth and development of the student.

Co-Scholastic Assessment:

The desirable behavior 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 due importance. Co-Scholastic Assessment includes Life Skills, Thinking Skills, Social Skills, Emotional Skills, Work Education, Visual and Performing Arts, Attitudes and Values and Co-Curricular Activities.

Please follow the following links to know more about the CCE for various classes: