CONTINUOS COMPREHENSIVE EVALUATION (CCE) – CHALLENGES IN IMPLEMENTING
Introduction
1. Last year, the CBSE introduced a new set of educational reforms with Continuous and Comprehensive Evaluation (CCE), suggesting an overhaul of the education system. The highlight of whole effort of the government is to break away from the tyranny of examinations, which have been largely dominated by paper and pencil assessments. The CCE or Continuous and Comprehensive Evaluation scheme refers to a school-based evaluation of students that covers all the aspects of a student’s development. Continuous means regular assessments, frequency of unit testing, analysis of learning gaps, applying corrective measures, retesting and giving feedback to teachers and students for their self-evaluation, etc. Comprehensive on the other hand attempts to cover both the scholastic and the co-scholastic aspects of a student’s growth and development — with both these aspects of the evaluation process being assessed through Formative and Summative Assessments.
AIM
2. Aim of this paper is to evaluate the system and challenges in implementing it. It will also explore its compatibility with the aim of sainik schools.
INITIAL REACTIONS
3. As a Headmaster it aggrieves me to share that CCE has created more chaos rather than being welcomed by the schools. The bewilderment it has generated is equivocal amongst school managements, teachers, students, parents, publishers and other agencies working in the field of education. Therefore, there are schools demanding intensive CCE training for different stakeholders there are Students who feel that it will mean more assessments for them on an ongoing basis. Teachers feel that their work has increased tremendously with assessments having additional ‘descriptive indicators’. It is shocking to look at some solutions that have immediately come up in the market like the CCE software which will help teachers grade the descriptive indicators. Such solutions further state that there is no need for anecdotal records; software will grade all life skills, attitudes and values. Then, there are publishers who feel that adding more worksheets or assessments in books will make their books CCE-centred. However, what is visible through all these efforts is the lack of understanding of the framework and ideology behind implementing CCE.
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FACETS OF CCE
4. It will be worthwhile to examine the facets of CCE -:
(a) Assessments should capture all three major goals of education – the psychomotor, cognitive and the affective.
(b) It does not imply breaking syllabus into smaller bits and testing students weekly through class tests because this is again paper and pencil assessment
(c) It does not emphasize formal assessments only, rather assessments or observations are to be made in informal settings like break-time, in the corridor, in the playfield, etc.
(d) It goes beyond assessment as only a post-learning experience, rather it emphasizes on assessments to be made during the learning experience.
(e) It emphasizes on documenting the learner’s efforts in learning, processes of thinking to be captured through assessments.
(f) Emphasis is also on tailoring instruction according to different learning styles and assessing differentially. Differential assessments would mean giving more scope to learners to exhibit their understanding of concepts in a variety of ways like – role play, collecting material and displays, reading and writing tasks, surveys, presentations, etc. All these have to form a part and parcel of each theme that is dealt with in a classroom.
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(g) Assessment to be continuous implies that children need to be assessed throughout the year through a range of tools and techniques.
(h) CCE tends to make assessments school-based and done by teachers. It does not mean increasing the subjective bias while assessing. Rather it implies that teachers need to corroborate their comments with concrete observations and anecdotes of learning.
(j) It also shifts the onus of assessing a learner not only to the class teacher rather assessment to be collaboratively done by all the subject teachers. Thus, this process of collaboration increases objectivity and validity instead of generating bias.
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CCE VS SAINIK SCHOOLS
5. The CCE has changed the focus from “only studies” to evaluated “studies, soft skills and behaviour and sports and talents”. This is expected to give a complete growth to the students. The system, as discussed above, if implemented in its true spirit should enable the students to identify their true potential without the stress of studies and channelize them in right direction. This to an certain extent suits the aim of sainik schools and all residential schools at large. However there may be case of customising the system to the requirements of sainik schools. The formative assessments can be designed to encourage leadership qualities among the cadets. Emphasis should be given to design such test which will help in developing life skills which will go a long way and equip them to face SSB more confidently and naturally. Formative assessments should be aimed at developing OLQ’s. In fact the life skills have been identified in three parts viz thinking, social and emotional skills. The exercises given should focus in developing these skills which will further help in developing the emotional quotient of the cadets and give them a balanced personality.
OVERCOMING THE SCEPTISM
6. The way CCE was introduced has generated a sense of sceptism amongst the parents as well as teaching community. Parents are anxious as they think that this system does not equips their child to face the competition which is still prevalent to pursue higher education and teachers while sharing the same concern are also worried about the increase in their workload. Role of teachers in residential schools is more because they have to fill the gap of the parents in their absence. Therefore apart from monitoring the teachers, they are also required to be mentored so that they are motivated to carry out the task with zeal and enthusiasm. Though the Principals have been trained on CCE but they may not be that effective as mentors as they have to handle the daily chores of the school which may leave them with little time to carry out such a daunting task. Similarly teachers have also attended the workshops which have been held away from their schools and are now finding difficult to implement the same at their respective work place. Another feeling which has crept in the teaching community is that CBSE is just a policy making body showing least concern to the ground realities. CBSE needs to realise this and device a empathetic way of implementing CCE. Therefore it is suggested that in the initial and testing days of CCE, CBSE may delve upon appointing a resource person in
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every district who may visit the schools under his/her jurisdiction under a fixed schedule and act as a mentor for those schools. The resource person so appointed should be an independent entity and should not be the head of some local school who may act with certain prejudices. CBSE needs to convey this message very clearly to the parents so as to clear the cloud of sceptism. After all we all are Indian parents and well aware of our psyche.
Conclusion
7. The above appreciation of the status of implementation of CCE brings out certain facts that the implementation of CCE is going to take a longer time than expected. This is more so because the teachers and facilitators have to first set their understanding and work plan clear. Frequent assignments and projects means frequent correction work! Frequent role plays, interviews, cultural and drama with a lot of lab activities means more work and time! Is the faculty stream ready? Also the process and projects should be explained very well to the students and taught to carry on their work independently. I feel there is a need for more settling time like in any other change. Integrity, commitment, motivation, ethics, time management, stress and emotion are all to be moulded into the activities too. We need to act with perseverance.
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