Understanding the CCE (Continuous and Comprehensive Evaluation) pattern
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Education is aimed at all-round development of children. Keeping this in mind, the Central Board of Secondary Education (CBSE) introduced the CCE (Continuous and Comprehensive Evaluation) pattern for secondary classes in 2009-2010. This was introduced under the Right to Education Act of 2009, to provide quality education to students aged 6-14 years. Continuous indicates that the assessment needs to be done every day, while teaching in class, and even after teaching, so that difficulties faced by students can be diagnosed regularly. Comprehensive indicates that the evaluation is to cover all aspects – cognitive, emotional and functional.
CCE aimed to evaluate every aspect of the child during their presence in school. It was assumed that CCE would help in reducing the exam pressure on the child. Multiple exams would be scheduled throughout the year, without the repetition of the syllabus. It was assumed to bring tremendous change in the traditional chalk and talk method of teaching, if implemented correctly. With these approaches, the CCE Pattern was introduced in various CBSE, State, and Central Government Schools for sixth to tenth grades. (However, it was left on the will of the schools to implement this method in the tenth standard). As part of this system, students’ marks were replaced by grades that were evaluated through a series of extracurricular evaluations and academics.
The intention was to decrease the student’s workload utilizing continuous evaluation by taking several small tests throughout the year in place of a single test at the end of the academic program. Students were awarded grades based on their work, skills, dexterity, innovation, steadiness, teamwork, public speaking and behavior. It aimed to evaluate and present an overall measure of the student’s ability. CCE helped the students who were not competent enough in academics. CCE provided them a platform to showcase their talent in other fields like sports, music, arts and other creative fields. The older pattern of CBSE had only one test at the end of the academic year whereas the CCE conducted several.
The CCE pattern comprised of two different tests—the formative and the summative. Formative tests comprised of the student’s class performance, classwork, homework, submission of projects assigned, and the active participation in various activities conducted in class. The Summative had three-hour written tests to test the academic insight of the student.
- Formative Assessment (conducted four times in an academic session) had a weightage of 40% of the aggregate.
- Summative Assessment (a three-hour written test conducted twice, SA-1 was conducted after FA-1 and FA-2 and SA-2 was conducted after FA-3 and FA-4) had a weightage of 60% of the aggregate.
(Note: The question paper for SA-1 & SA-2 was partially prepared by the CBSE but solely conducted by the school. However, the answer sheets and the marking were monitored by CBSE. The results were also processed by CBSE and deduced in the form of CGPA, i.e. Cumulative Grade Point Average. The board instructed the schools to prepare the report card and get it duly signed by the principal. )
Therefore, in CCE Pattern, the students were marked based on their level of inference in situations, co-relating it with real-life experiences and events, and information technology’s know-how to solve a situation. The students were given assignments and projects to showcase their learning, and the teacher recorded the checklist and assessment.
A continuous comprehensive assessment aimed to achieve qualitative education and meet the following objectives of all aspects of learning:
- Cognitive Approach - Knowledge, understanding, application, analysis, synthesis, evaluation
- Effectiveness – Accepting, responding, assimilating, thinking, organizing, specialization of value group
- Functional/Psychomotor – stimulation, control, functioning, disposition, adjustment, habit building
The objectives behind creating the Continuous Comprehensive Evaluation (CCE) pattern were:
- Making the learning process student-friendly
- Reducing the difficulty level of learning
- Diagnosing Learning Difficulties
- Promoting Remedial Learning
- Emphasizing Student self-evaluation
However, research indicated that the CCE pattern has made the students’ memory and learning weak. The workload of books and projects on students increased so much that the quality of education suffered. CCE affected students’ performance as fewer students attended classed. Only a few of them could pass the competitive exam. The CCE pattern that was created to relieve children today has become a problem for future successes.
Given such problems, the Chairman of CBSE- Vineet Joshi, started a National Scientific Study on CCE pattern to improve the quality of education. In 2017, the assessment structure was remodeled for CBSE 10th; the board exams became mandatory. Similarly, the board also asked to assess the 6-9th classes based on annual exams instead of FA & SA based evaluation.
The psychological effect of the continuous comprehensive evaluation:
CCE resulted in the decline of intellectual ability; very few could pass the competitive exam. Failure again increased tension in the students causing various mental health issues.
Therefore, there was a need for parents and teachers to talk intelligently and to focus on teaching methods rather than teaching patterns. Teachers are advised not to limit themselves with the lecture method as teaching should be in-line with the requirements of the class and the lesson. The use of the storytelling method should be more in use in the junior classes to sustain the knowledge of the subject for a longer time. In order to develop intellectual capacity, parents should also make their place environment friendly so that the students’ mental health can be improved.
Guest Faculty of Psychology, Jaipur National University, Jaipur, India
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