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Continuous and Comprehensive Evaluation


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



The term ‘continuous’ is meant to emphasise 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. It means regularity of

assessment, frequency of unit testing, diagnosis of learning gaps, use of

corrective measures, retesting and feedback of evidence to teachers and

students for their self evaluation.


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. Since abilities, attitudes and aptitudes can

manifest themselves in forms other than the written word, the term refers to

application of variety of tools and techniques (both testing and non-testing)

and aims at assessing a learner’s development in areas of learning







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.

Scholastic Assessment

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.

Formative and 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

Features of Formative Assessment

- Is diagnostic and remedial

- Makes provision for effective feedback

- Provides a platform for the active involvement of students in their

own learning

- Enables teachers to adjust teaching to take account of the results

of assessment

- Recognizes the profound influence assessment has on the

motivation and self-esteem of students, both of which are crucial

influences on learning

-Recognizes the need for students to be able to assess themselves

and understand how to improve

-Builds on students’ prior knowledge and experience in designing

what is taught

-Incorporates varied learning styles to decide how and what to


-Encourages students to understand the criteria that will be used to

judge their work

-Offers an opportunity to students to improve their work after they

get the feedback

-Helps students to support their peer group and vice-versa

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.

Overemphasis on examination marks that focus on only scholastic aspects

in turn makes student assume that assessment is different from learning,

resulting in the ‘learn and forget’ syndrome. Besides encouraging

unhealthy competition, the overemphasis on Summative Assessment system

also produces enormous stress and anxiety among the learners.

“Good summative assessments—tests and other graded evaluations—

must be demonstrably reliable, valid, and free of bias” (Angelo and

Cross, 1993).

…assessment (that) has increasingly been used to sum up learning’

(Black and Wiliam, 1999)

‘… looks at past achievements … adds procedures or tests to existing

work ... involves only marking and feedback grades to student … is

separated from teaching … is carried out at intervals when achievement

has to be summarized and reported.’ (Harlen, 1998)

Features of Summative Assessment

Assessment of learning

Generally taken by students at the end of a unit or semester to

demonstrate the “sum” of what they have or have not learned

Summative assessment methods are the most traditional way of

evaluating student work