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Continuous Comprehensive Evaluation System- Challenges in Implimenting

  • Date Submitted: 08/06/2011 11:31 PM
  • Flesch-Kincaid Score: 49.9 
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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.

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.

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...


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