Emotions, attitudes and values are an integral part of cognitive development of an individual, an... more Emotions, attitudes and values are an integral part of cognitive development of an individual, and are linked to the development of language, mental representations, concepts and reasoning. As children's meta-cognitive capabilities develop, they become aware of their own beliefs and are capable of regulating their won learning. Accordingly, the National Curriculum Framework (2005) points out the need for plurality and standards pf education in order to cover a growing variety of children. It also proposes changes within the examination system (examinations for classes X and XII) allowing reasoning an creative abilities to replace memorization. Even though, the programmes of examination reform in India have made considerable progress, we have still a long way to go. In the present education system, teachers, instead of assisting learning, spend most of their time in assessing the learning. Instead of enabling and equipping students to learn, schools have taken on the function of examining and screening out on the basis of those examinations. So, the need of the hour is to make possible changes in the education system as a whole and evaluation system in particular. Keeping all this in mind and to reform the existing examination system at school level, Continuous and Comprehensive Evaluation is a term currently being used in the context of educational reforms, particularly reforms in assessment and evaluation. Central Board of Secondary Education (CBSE) had introduced and implemented CCE in primary classes (I to V) doing away with the terminal examinations in the year 2004 and decided to extend CCE to classes VI to VIII in 2006. India's then HRD Minster introduced CCCE methodology for CBSE schools while making class X board examinations optional in 2008, but it took almost a year to get rolled out, and was actually implemented from September 2009 for students in IX standard and extended to class X while making board exams optional in 2010. The present paper examines the concept of continuous and comprehensive evaluation, highlights its historical perspectives, its need and importance, its features and the role of the teacher in implementing continuous and comprehensive evaluation in the landscape of Indian schools. 1
Emotions, attitudes and values are an integral part of cognitive development of an individual, an... more Emotions, attitudes and values are an integral part of cognitive development of an individual, and are linked to the development of language, mental representations, concepts and reasoning. As children's meta-cognitive capabilities develop, they become aware of their own beliefs and are capable of regulating their won learning. Accordingly, the National Curriculum Framework (2005) points out the need for plurality and standards pf education in order to cover a growing variety of children. It also proposes changes within the examination system (examinations for classes X and XII) allowing reasoning an creative abilities to replace memorization. Even though, the programmes of examination reform in India have made considerable progress, we have still a long way to go. In the present education system, teachers, instead of assisting learning, spend most of their time in assessing the learning. Instead of enabling and equipping students to learn, schools have taken on the function of examining and screening out on the basis of those examinations. So, the need of the hour is to make possible changes in the education system as a whole and evaluation system in particular. Keeping all this in mind and to reform the existing examination system at school level, Continuous and Comprehensive Evaluation is a term currently being used in the context of educational reforms, particularly reforms in assessment and evaluation. Central Board of Secondary Education (CBSE) had introduced and implemented CCE in primary classes (I to V) doing away with the terminal examinations in the year 2004 and decided to extend CCE to classes VI to VIII in 2006. India's then HRD Minster introduced CCCE methodology for CBSE schools while making class X board examinations optional in 2008, but it took almost a year to get rolled out, and was actually implemented from September 2009 for students in IX standard and extended to class X while making board exams optional in 2010. The present paper examines the concept of continuous and comprehensive evaluation, highlights its historical perspectives, its need and importance, its features and the role of the teacher in implementing continuous and comprehensive evaluation in the landscape of Indian schools. 1
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