Continuous and Comprehensive Evaluation is introduced from the primary classes to class IX. Since 2012-13 in all the Government, Aided and Private schools of the State, to implement RTE Section 29 (H). In Kannada Medium Government Schools Classes 1 to 3 are following the Nali-kali system and hence the CCE is already in use. Since there is a need to implement the CCE in other schools.
The textbooks for classes 1 to 9th have been based on the constructivism theory. The technique of evaluation also has to change when learning is to be based on this theory.
The Continuous and Comprehensive Evaluation makes it possible to observe the students continuously in that assessment occurs over a period of time rather than on a single occasion and comprehensive in that it incorporates learning activities (Scholastic as per Co-curricular activities and Attitudes and values (Co-Scholastic aspect) and without timing learning to the curriculum makes an all out attempt to understand the learner in various dimensions. As many have agreed, the CCE has provided teachers an opportunity to reflect on their classroom transactions and contribute for the development and nurture the progress of students. We, who have adopted and implemented this model of evaluation have noticed the following issues.
The student’s scholastic, Co-scholastic and their attitudes and values are continuously assessed in various dimensions and the teacher understands, gives regular descriptive feedback, provides opportunity for the student to reflect on the performance and through discussions continuously stives for the student's progress in a non-threatening and supportive environment.
Teachers by encouraging learning, conduct a test, drawing activities, presentations, discussions, projects, etc. at the end of each course and assess the learning achievement of students and record them.
The CCE objectives have already been discussed in detail in the Niranthara, Sadhana and Sadhana pusti. Here, a mention of the same will be made to
As per the guidelines of the NCF 2005 and RTE 2009, Summative assessment in Scholastic areas for classes 1 to 4th will have to conducted for 20 marks (15 written & 5 oral) in every subject and the progress of children in Scholastic and various dimensions of non-Scholastic areas have to be identified. The progress has to be indicated, by converting marks to percentages and awarding grades in the ratio given below. The progress of their words has to be brought to the notice of the parents atleast 4 times in one academic year.
Here are a few suggestions to conduct the summative assessment for classes 1 to 4th in aided and unaided schools and for class 4th in Government schools.
Design activities for students to express their ideas fluently as per particular oral competencies using 6 objects, thoughts, persons and environment around you.
Written activities to develop the competencies in Kannada, Mathematics, Environmental studies and English has to be designed and conducted.
The "C+" grade previously, is now revised as "B grade" in the CCE.
The 'C+' grade in the previous evaluation system is now changed and equated to 'B' grade. The result of the child has to be declared by considering the 'B' grade in the co-scholastic area. It is necessary for the students to secure 'B' grade in all the subjects (scholastic & C0-scholastic) specified for that particular class/standard. In case the students are lacking in any particular area, the required continuous feedback, support and activities which help develop their confidence have to be initiated to encourage the students and efforts have to be made on their progress.
In case a student's has not secured the minimum required 'B' grade, then the achievement of such students have to be identified in the beginning itself & the required continuous feedback, support & activities which help their confidence and learn have to be initiated and efforts for their progress have to be made compulsorily. We have to notice that no students can be detained upto the age of 14 years as per RTE-2009, so learning has to be ensured (For more information see Sourabha/Niranthara)
Preparation of training modules, conducting work shops on Evaluation, Radio program
Assessment survey basically fall under the category of large scale assessment conduct of periodic achievement survey at end of every stage of school education for the purpose of keeping a tab on the general health of school education by way of developing institutional regional State & National profiles for planning & designing appropriate intervention to improve the standard of education in the country. The main focus of such assessment in the learner intern the whole educational system. The main purpose of such assessment is:-
In 2014-15 5th Std (IV Cycle) National Achievement Survey was conduted in selected Districts. Like wise in 2015-16 NAS 3rd and 8th Std (IV Cycle) Tryout was conducted.
Last Modified on 6/10/2017