General Misnomers of CCE

1. Too many tests, assignments, projects, homework and review tests are being taken.
2. The projects are being given to students (to be done at home) which in most cases lead to no real learning as they are either done by siblings/parents or conveniently outsourced to entrepreneurs who have set up shop.
3. The stress on students is increasing due to minute microscopic examination of behaviour which also makes students behave artificially.
4. No real time is being provided to students to play or participate in Co-Scholastic activities
5. There is an element of subjectivity in assessing skills especially the co- scholastic skills.
6. Some schools have no Parent Teacher Meeting at all or where it is convened, it remains a few and far between event.

All the above myths busted below , in a clear understanding of the new Continuous & Comprehensive evaluation System

What is not CCE?	What is CCE?	What can Schools Do?
Testing/Examining the students in a formal manner every day/week is not CCE	Assessing students on a continuous basis in a cyclic manner is CCE	Formative Assessment needs to be taken up with discrimination and in consultation with all subjects teachers so that projects of all subjects are not given at the same time.
Excessive homework / assignments or project work is not CCE	Collaborating of project and research work in groups; Balancing of projects and assignments across subjects is CCE	Self learning and study skills need to be encouraged through in-class activities. Project work may be given in groups and the group members need to work in school under the direct supervision of the teacher
Invoking fear in students in the guise of assessment by the teacher is not CCE.	Integrating assessment with teaching and learning; Balancing the Scholastic Areas with the Co- Scholastic Areas (to encourage students participation) is CCE	Through an interactive classroom, the teacher must engage students in exploring, experimenting and experiencing learning.
Minutely assessing the students for behaviour is not CCE.	Encouraging and motivating students to be positive in their attitude is CCE	School may lay emphasis on Co-Scholastic Areas i.e., Life Skills, Attitudes and Values for personality development.Giving feedback of the students to the parent from time to time is important
Believing that Formative Assessment is only meant for students and is not indicative of a feedback mechanism of teachers teaching methodology is not CCE	Reference to the Manuals for Formative Assessment tools for teaching, learning, diagnosis and feedback is CCE	Uncovering and discovering syllabus is more important than merely completing syllabus in all subjects.
Lack of coordination with other subject teachers resulting in over assessment of the students is not CCE	Teacher’s judgement when made through an honest and objective appraisal without bias is CCE	Integrated Projects may be given where subjects are interlinked. Subject teachers should plan and develop the project and assess it together.
Not informing the parents and students about the parameters of assessment is not CCE	Continuous interaction with parents with regard to the students and progress performance is CCE	Sessions for parents on CCE; handouts can be given to parents and students; Details of CCE can be mentioned in the schools Almanac/ Diary/Syllabus booklet.

Objectives

• To help develop cognitive, psychomotor and affective skills.
• To lay emphasis on thought process and de-emphasise memorization
• To make evaluation an integral part of teaching-learning process
• To use evaluation for improvement of students achievement and teaching – learning strategies on
• the basis of regular diagnosis followed by remedial instruction
• To use evaluation as a quality control devise to maintain desired standard of performance
• To determine social utility, desirability or effectiveness of a programme and take appropriate
• decisions about the learner, the process of learning and the learning environment
• To make the process of teaching and learning a learner-centered activity.

Functions of CCE

• It helps the teacher to organize effective teaching strategies.
• Continuous evaluation helps in regular assessment to the extent and degree of learner’s progress (ability and achievement with reference to specific scholastic and co-scholastic areas).
• Continuous evaluation serves to diagnose weaknesses and permits the teacher to ascertain an individual learner’s strengths and weaknesses and her needs. It provides immediate feedback to the teacher, who can then decide whether a particular unit or concept needs re-teaching in the whole class or whether a few individuals are in need of remedial instruction.
• By continuous evaluation, children can know their strengths and weaknesses. It provides the child a realistic self assessment of how he/she studies. It can motivate children to develop good study habits, to correct errors, and to direct their activities towards the achievement of desired goals. It helps a learner to determine the areas of instruction in which more emphasis is required.
• Continuous and comprehensive evaluation identifies areas of aptitude and interest. It helps in identifying changes in attitudes, and value systems.
• It helps in making decisions for the future, regarding choice of subjects, courses and careers.
• It provides information/reports on the progress of students in scholastic and co-scholastic areas and thus helps in predicting the future successes of the learner.

CCE - Introduction

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.
The scheme is thus a curricular initiative, attempting to shift emphasis from testing to holistic learning. It aims at creating good citizens possessing sound health, appropriate skills and desirable qualities besides academic excellence. It is hoped that this will equip the learners to meet the challenges of life with confidence and success.

Read more: http://cce.icbse.com/functions-cce/#ixzz1Mh9amXgb