Continuous and Comprehensive Evaluation (CCE)

Continuous and Comprehensive Evaluation (CCE)

Continuous and Comprehensive evaluation refers to a system of school based assessment that covers all aspects of student’s development. It emphasizes on two fold objectives.

1. Continuity in evaluation and assessment of broad based   learning.
2.  Behavioral out come.

Assessment should focus on the learner’s ability to:

      Learn and acquire desired skills related to different subject 
     areas

        Develop child’s individual skills, interests, attitudes and 
     motivation

        The changes taking place in child’s learning, behaviour and
   progress  over a  period of time

        Respond to different situations and opportunities both in and 
  out of  school

        Apply what is learnt in a variety of environment, 
   circumstances and situations

        Work independently, collaboratively and harmoniously

        Analyze and evaluate

        Be aware of social and environmental issues

        Participate in social and environmental projects

        Retain what is learned over a period of time

GOOD ASSESSMENT

v        Use a variety of ways to collect information about the learner’s learning and progress in all subjects.

v  Collect information continuously and record the same.

v  Give importance to each learner’s way of responding and learning and time it takes to do so.

v  Report on a continuous basis and be sensitive to every learner’s response.

v  Provide feedback that will lead to positive action and help the learner to do better

CAUTION ! IN ASSESSMENT

ü  Don’t label  learners  as slow, poor, intelligent etc..

ü  Don’t make comparisons between them.

ü  Don’t make negative statement

WHY  CONTINUOUS   COMPREHENSIVE  EVALUATION ?

External Examinations

            “are largely inappropriate for the knowledge society of the 21st century and its need for innovative problem solvers.”

           

Ø  Evaluation of Scholastic learning only on marks.

Ø  Ability of child not evaluated.

Ø  Limited Techniques of Evaluation do not identify

                learner’s level of attainment.

Ø  Resulting in Pass/Fail.

Ø  Causing frustration and humiliation

(a)Objectives Of CCE

       To develop cognitive, psychomotor and affective skills

      To lay emphasise 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 instructions

      To use evaluation as a quality control device to maintain desired standard of performance

      To make the process of teaching and learning a learner-centered activity

(b)FEATURES OF CCE

      The continuous aspect of CCE takes care of evaluation of students in the beginning and during the instructional process

      The comprehensive component of CCE takes care of assessment of all round development of the child’s personality. It includes assessment in Scholastic as well as Co-scholastic aspects of the pupil’s growth

Formative Assessment  

ž  Assessment which is carried throughout the year by the teacher formally and informally in a non threatening, supportive environment.

ž  It is diagnostic and remedial.

ž  Makes provision for effective feed back

ž  Provides a platform for the active involvement of students in their own learning.

ž  Enables teachers to adjust teaching to take account of the results of assessment.

ž  Recognises the need for students to be able to assess themselves and understand how to improve.

Features of Formative Assessment

                                                            Diagnostic

For the Teacher                                                                  For the Student

Ø  Informs teacher where the                                Helps student identify the problem areas

need/problem lies.                                                      

Ø  Focus on problem area.                                     Provides feedback and support.

                                                             Remedial

Helps teacher give specific feedback.                       Helps to improve performance. 

Provide relevant support                                            Provides opportunity to improve            

Plan the next step.                                                       performance.

Formative assessment (FA) will comprise of :

•          Class work

•           Homework

•           Oral questions

•           Quizzes

•           Projects

•           Assignments/Tests

Summative Assessment

•          It 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 a graded test which is marked according to a scale or set of grades

•          It is traditional way of evaluating student work

•          It is carried out at intervals when achievement has to be summarized and reported

SUMMATIVE ASSESSMENT(SA)

Will be Term End Examination:

•          Curriculum and syllabus as circulated by the board.

•          Question papers to be prepared by schools

•          Exam to be conducted by schools.

•          Evaluation of Answer scripts will be done  within the school.

Characteristics of School Based CCE

It provides teachers to know about the   learners                                        

in:

–      What they learn?

–      How they learn?

–      What type of difficulties they face in learning?

–      What do the children think and feel?

–      What are their interests and dispositions?

Value Systems

Values are determining qualities of life.

Article 51A of the Indian Constitution—   Fundamental Duties – provides the most comprehensive list of values that should be inculcated by every Indian citizen.

There are 10 principles;

1. To abide by the constitution  and respect its ideals and institutions, the National Flag and the National Anthem.
2. To cherish and follow the noble ideals which inspired freedom struggle.
3. To uphold and protect the sovereignty, unity and integrity of India
4. To defend the country and render national service when called upon to do so.
5. To promote harmony and spirit of unity, brotherhood amongst all the people of India transcending religious, linguistic and regional or sectional diversities; to remove the practices derogatory to the dignity of women.
6. To value and preserve the rich heritage of our culture.
7. To protect and improve natural environment.
8. To develop scientific temper and the spirit of enquiry.
9. To safeguard public property and to abjure violence.
10. To strive towards excellence in all spheres of individual and collective activity which leads to higher level of performance.

Co-Curricular Activities

(Assess the student in any two areas)

The teacher will record the two activities from the following

•          Literary and Creative Skills

•          Scientific Skills

•          Information and Communication Technology (ICT)

•          Information and Communication Technology (ICT)

Health and Physical Education

Health Education needs to be assessed on the basis of:

•        Basic understanding about health.

•        Physical fitness.

•        Attitude development.

•        Participation in Health and Wellness Club 

  activities.

Tools and Techniques of Evaluation

             Tools                                                                    Techniques

1. Examination                                                         1. Questions

2. Observation                                                         2. Assignments

3. Tests and inventories                                         3. Quizzes and Competitions

4. Checklist                                                                4. Projects

5. Rating scale                                                           5. Debates

6. Anecdotal records                                                6. Elocution

7. Document analysis                                                7. Group discussions

8. Portfolio                                                                  8. Club activities

                                                                                       9. Experiments

                                                                                       10. Research

Portfolio

Ø  It is the collection of evidence of students’ work over a period of time

                 Advantages of Portfolio

Ø  Provides a cumulative record of growth and development of a skill or competence in an area over a period of time.

Ø  Enables a student to demonstrate to others, his/her learning and progress.

Ø  Student becomes an active participant in the learning and assessment process.

Ø  Student becomes an active participant in the learning and assessment process.

              Concern regarding Portfolio

Ø  Selected work to be put into the Portfolio, should have a specific reason.

Ø  Not all papers/items of work are to be included. This will become unmanageable

Portfolio can include

Ø  Photographs:  Provides an insight into the child’s emotional, social and psychological aspects of development

Ø  Painting and other examples of artistic endeavour : Provides evidence of a learner’s abilities, thoughts and attitudes.

Ø  Audio – Video Recordings: Specific situation over a time span to cover important processes and aspects that can be recorded and analyzed later.

Ø  Self Assessment Sheets: Portfolio to provide evidence of the learner’s self evaluation.

Ø  Peer Assessment Sheets: Excellent  for assessing  in team and group based activities, social projects and peer related behaviour. Can be incorporated into the learner’s Portfolio to provide evidence of the learner’s social Life skills.

Ø  Parent Assessment Sheets:  Can be incorporated into the learner’s Portfolic to provide evidence of evaluation done by the parent.

Check list on Classroom Interaction and Teacher Performance

All aspects of a Teacher’s job performance can be organised around six domains covering all aspects of a teacher’s job performance

            A. Planning and Preparation for Learning

            B. Classroom Management

            C. Delivery of Instruction

            D. Monitoring, Assessment, and Follow-Up

            E. Family and Community Outreach

            F. Professional Responsibilities

The Check list uses a four level rating scale as noted below:

(i) Expert – 4 -  A truly outstanding teaching that meets  very  demanding criteria

(ii) Proficient – 3 - The Proficient level describes solid,        expected professional performance;                                              teachers should feel good about scoring at this level.

 (iii) Needs  Improvement – 2-    Indicates that performance has real                                               deficiencies and nobody should be content  to remain at this level.

  (iv) Does not Meet Standards-1-  Unacceptable performance and needs to be                                   improved immediately.

•       The checklist are designed to give teachers an end-of-the-year assessment of where they stand in all performance areas and detailed guidance on how to improve.

•       Regular, un-announced mini-observations followed by face-to-face conversations are the best way for principals to have an accurate sense of teachers performance, give formative praise and suggestions and listen to push-back.

•       This creates a clear graphic display of overall performance areas for commendation and areas that need work.

•       Evaluation conferences are greatly enhanced if the principal and teacher should aim for consensus based on actual performances.

•       Principals should go into the evaluation process with some humility and teacher should be open to feed back from some one with an outside perspective.

Parameters of Effective Monitoring, Assessment and Follow-Up

An Expert Teacher should utilize

1. Criteria – Posts and reviews the criteria for proficient work, including exemplars for students to internalize them.
2. Diagnosis – Gives students a well constructed diagnostic assessment up front, and uses the information to fine-tune instruction.
3. On-the-Spot – Uses a variety of effective methods to check for understanding; immediately remove confusion and clarifies.
4. Self-Assessment – Students set ambitious goals, continuously self assess, and take responsibility for improving performance.
5. Recognition – Frequently posts students’ work and uses it to motivate and direct effort.

A Teacher who does not Meet standards

1. Expects students to know (or figure out) what it takes to get good grades.
2. Begins instruction without diagnosing students' skills and knowledge.
3. Uses ineffective methods ("Is everyone with me?") to check for understanding.
4. Allows students to move on without assessing and improving problems in their work.
5. Posts only a few samples of student work or none at all.

An Expert Teacher should utilize

6. Interims – Works with colleagues to use interim assessment data, fine tune teaching, re-teach, and help struggling students. (link with CRC and BRC reviews) (CPE)
7. Tenacity – Relentlessly follows up with struggling students with personal attention to reach proficiency.
8. Support – Makes sure that students who need specialized diagnosis and help receive appropriate services immediately.
9. Analysis – Works with colleagues to analyze and chart assessment data, draw action conclusions, and share them with others. (peer group activity for professional empowerment)
10. Reflection – Works with colleagues to reflect on what worked and what didn't and continuously improves instruction. (CPE - professional empowerment)

A Teacher who does not Meet standards

6. Gives tests and moves on without analyzing them and following up with students.

7. Tells students that if they fail a test, that’s it; the class has to move on to cover the curriculum.

8. Fails to refer students for special services or refers students who do not need them.
9. Records students’ grades and moves on with the curriculum.

10. Does not draw lessons for the future when teaching is unsuccessful.

An Expert Teacher should have

6. Homework – Assigns highly engaging homework, gets close to a100% return, and provides rich feedback. (link with CCE)
7. Responsiveness – Deals immediately and successfully with parent concerns and makes parents feel welcome any time. (ensure maximum involvement of parents)
8. Reporting – In conferences, report cards, and informal talks, gives parents detailed and helpful feedback on children’s progress. (link with Class PTA/Mother PTA and SMC)
9. Outreach – Is successful in contacting and working with all parents, including those who are hard to reach. (special care for parents of CWSN and weaker sections)
10. Resources – Successfully enlists classroom volunteers and extra resources from homes and the community. (ensure School and public participation/local authority)

A Teacher who does not Meet standards

6. Assigns homework but is resigned to the fact that many students won’t turn it in, and doesn't follow up.

7. Does not respond to parent concerns and makes parents feel unwelcome in the classroom.

8. Gives out report cards and expects parents to deal with the areas that need improvement.
9. Makes little or no effort to contact parents.

10. Does not reach out for extra support from parents or the community.