Unlocking Academic Success: The Power of Continuous And Comprehensive Evaluation (CCE)
Continuous And Comprehensive Evaluation ( CCE )
Meaning:
The second term `comprehensive’ means that the scheme tries to cover both the scholastic and the co-scholastic aspects of students’ growth and development.
Aims of Continuous and Comprehensive Evaluation:
- The main aim of CCE was to assess every aspect of the child during their presence at the school.
- CCE helps in minimizing the stress on children.
- Make assessment comprehensive & regular.
- Provide space for the teacher for prolific teaching.
- Provide a tool for detection & corrections.
- Produce learners with greater skill
Objectives of Continuous and Comprehensive Evaluation:
- There are various objectives of Continuous and Comprehensive Evaluation:
- It makes the process of teaching and learning a learner-centered activity.
- To make the assessment process an essential part of the teaching-learning process.
- To make a fair judgment and take timely decisions for learner’s growth, learning process, learning pace, and learning environment.
- To provide scope for learners for self-assessment.
- To use the evaluation process for improving student’s achievement through detection and correction.
Features of Continuous and Comprehensive Evaluation:
- The ‘continuous’ aspect of CCE takes care of ‘continual’ and ‘periodicity’ features of assessment.
- The ‘comprehensive’ elements of CCE take care of assessment of all-round development of the child’s personality.
- The continuous and comprehensive evaluation includes both Scholastic as well as Co-Scholastic aspects of the pupil’s growth. Scholastic aspects cover curricular areas or subject-specific areas, while co-scholastic aspects consist of Life Skills, Co-Curricular Activities, Attitudes, and Values.
- Assessment in Co-Scholastic areas is done using the number of techniques on the basis of recognized criteria, while assessment in Life Skills is done on the basis of indicators of Assessment and checklists.
Functions of Continuous and Comprehensive Evaluation:
- CCE helps the teacher to systematize efficacious teaching strategies.
- Continuous evaluation serves to detect weaknesses and permits the teacher to ascertain certain individual learners.
- Through continuous assessments, students can know their strengths and weaknesses.
- CCE helps in identifying changes in attitudes and value systems.
- CCE provides information on the progress of students in scholastic and co-scholastic areas which results in forecasting the future success of the learners.
Aspects of CCE:
Scholastic assessment:
Scholastic aspects include curricular areas or subject-specific areas. These areas focus on oral and written class tests, cycle tests, activity tests, and daily class performances of all subjects in order to improve writing and speaking skills. Scholastic assessment should be both Formative and Summative.
Formative Assessment:
Features of Formative Assessment:
- It makes provision for effective feedback.
- It provides a plan for the active involvement of students in their own learning.
- It helps the students to support their peers’ group and vice-versa.
- It helps in integrating diverse learning styles to decide how and what to teach.
- co-scholastic aspects include Life Skills, Co-Curricular Activities, Attitudes, and Values.
- It provides the students with a chance to improve their scores after they get feedback.
- It helps in the detection and correction of the assessment process.
Summative Assessment:
Features of Summative assessment:
- It can be done at the end of a unit or semester to display the sum of what they learn or what not.
- This is the contrast with formative assessment, which summarizes the participants' development at a particular time.
- It is a conventional way of assessing students' work.
Co-scholastic assessment:
School-based continuous and comprehensive evaluation system helps a learner in the following ways:
- It reduces stress on children.
- It makes evaluation comprehensive and regular.
- It provides a tool for the detection and correction of action.
- It provides space for the teacher for creative teaching.
- It produces learners with greater skills.
Characteristics of School-Based CCE:
School-based CCE has the following characteristics:
- It is comprehensive, broader, and continuous than the traditional system.
- It aims primarily to help learners for orderly learning and development.
- It takes care of the needs of the learner as responsible citizens of the future.
- It is more translucent, advanced, and provides more scope for interconnection among learners, teachers, and parents.
Paradigms/Criterion of Assessments:
The ‘assessment of learning’ is defined as a process whereby someone tries to describe and measures the quantity of the knowledge, attitudes, or skills organized by another. In this type of learning teachers’ directions is most important and the student has meagre involvement in the design or execution of the assessment process in these situations. In this assessment teacher designs learning and collect proofs. A teacher also judges what has been learned by students or what not.
Assessment for learning:
The assessment for learning involves an increased level of student freedom, but not without teacher instructions and cooperation. The assessment for learning is sometimes seen as having a relation to ‘formative assessment’. More emphasis laid towards giving useful advice to the student and less emphasis on the giving marks and grading function. In this assessment teacher designs learning and designs evaluation process with feedback to the student.
Assessment as learning:
This assessment may be more connected with diagnostics assessment and can be constructed with more importance on peer learning. It generates chances for self-assessment and peer assessment. Students take increased responsibility in producing quality information about their learning and of others. Teachers and students construct together learning, assessment, and learning progress.
Tools and technique of learning:
Multiple tools can be used for assessment. Similarly, more than one assessment tool can be used in various assessment techniques. Assessment tools can be of two types i.e. standardized and non-standardized.
Standardized tools of assessment:
Non-standardized tools:
Portfolio: A student portfolio is a collection of academic work and other forms of educational proofs assembled for the purpose of evaluating coursework quality, learning progress, and academic achievement and determining whether students have met learning standards or other academic requirements for courses, grade-level.
Anecdotal Records: An anecdotal record is an examination that is written like a short story. They are the explanation of occasions or events that are important to the person perceiving. Anecdotal records are short, objective, and as correct as possible.
Checklists: Checklists usually offer a yes/no format in relation to student illustration of particular criteria. This is similar to a light switch; the light is either on or off. They may be used in recording observations of an individual, a group, or a whole class.
Rating Scales: Rating Scales allows teachers to show the degree or frequency of the behaviours, skills, and strategies displayed by the learner. To continue the light switch analogy, a rating scale is like a feeble switch that provides scope for performance levels.
Assignment: Assignments are a type of refinement to a variable. It is a task given to students by their teachers to be completed out of class time.
Observation: In observation information about a child is collected in a natural setting in and outside the classes with the help of observation.
Questions: Questions are the frequently applied tool for finding out what children know, think, imagine, and feel. A teacher, in the course of teaching, coming to know of learning difficulties in children by asking questions. Questions may be of various types like essay type questions, short answer type questions, very short answer type questions, objective type questions.
Document analysis: Document analysis is a type of qualitative research in which documents are appraised by the analyst to evaluate an estimation theme.
Analysis and Interpretation of Scholastic Achievement Test
Presenting Results
Tables & Figures
Types of Data and Analysis
Nominal Data
Analysis: It is not appropriate to perform any arithmetic operations on nominal data (such as calculating or comparing means). Frequencies and Percentages of the number of cases that fall into each category may be the most appropriate type of analysis for nominal data.
Nominal Data Example 1: Frequencies and Percentages Reported in a Table
|
Race/Ethnicity |
Frequency |
Percentage |
|
Hispanic or
Latino |
37 |
34.0% |
|
American Indian
or Alaska Native |
0 |
0.0% |
|
Asian |
13 |
11.9% |
|
Black or
African American |
20 |
18.3% |
|
Native Hawaiian
or Other Pacific Islander |
1 |
0.9% |
|
Caucasian
(Non-Hispanic) |
36 |
33.0% |
|
Race/Ethnicity
Unknown or Prefer Not to Report |
2 |
1.8% |
Ordinal Data
Analysis – Like categorical data, ordinal data does not meet the assumptions necessary to perform arithmetic calculations on it (such as calculating or comparing means) and the most appropriate type of data analysis may be calculating frequencies and percentages for the data points. If you do choose to calculate means for ordinal data, it is important to understand how violation of the assumptions affects interpretation. For example, a mean of 4 cannot be interpreted as twice the mean of 2, since the distance between data points is neither equal nor known.
Ordinal Data Example 1: Frequencies and Percentages Reported in a Table|
Agreement |
Frequency |
Percentage |
|
Strongly Agree |
40 |
27.8% |
|
Agree |
57 |
39.6% |
|
Disagree |
33 |
22.9% |
|
Strongly
Disagree |
14 |
9.7% |
Interval Data
Analysis – Interval data meets the assumptions necessary to conduct certain arithmetic operations, such as addition and subtraction, on it, but still violates assumptions to perform multiplication or division. As in the example for ordinal data, this is because without a meaningful (or absolute) zero, a score of 4 will not necessarily mean double a score of 2. However, if you are careful in not interpreting data in this way, use of any arithmetic operation may be justifiable. Possible analysis may include measures of central tendency (such as calculating mean, median, and mode), measures of distribution spread (such as variance or standard deviation), measures of relationship (such as correlations or regressions), or mean comparisons (such as t-tests or one way analysis of variance).
Examples – Scores on a test may be interval data if the difference between a 90 and 95 is the same as the difference between 95 and 100 or between 80 and 85. However, scores on a test would not be considered ratio data (see below) because a 0 on the test would not necessarily indicate a complete lack of knowledge on the subject matter or learning outcome.
Interval Data Example 1: Mean Test Scores Reported in a TableAverage Test Scores:
|
Domains |
Test
Items |
100-Level
Courses |
Capstone |
|
Theory |
1, 4, 9, 11,
15, 20, 25, 29 |
64.52 |
66.73 |
|
History |
2, 7, 12, 15,
22, 28, 30 |
73.26 |
68.54 |
|
Socio-Cultural |
3, 5, 8, 10,
13, 14, 18, 24, 27 |
59.63 |
78.31 |
|
Globalization |
6, 16, 17, 19,
21, 23, 26, 27 |
58.29 |
78.31 |
Ratio Data
Analysis – Ratio data meets the assumptions necessary to conduct any arithmetic operation on it. Possible analysis may include measures of central tendency (such as calculating mean, median, and mode), measures of distribution spread (such as variance or standard deviation), measures of relationship (such as correlations or regressions), or mean comparisons (such as t-tests or one way analysis of variance).
Examples – Assessment of student learning rarely, if ever, includes the collection of ratio-level data. Some examples of ratio data include height, length, and time.
Scoring Guides
An important consideration in planning an assessment project is determining how you will measure students’ achievement of the learning outcome you are measuring. Scoring guides provide a shared structure for and definition of how student work will be judged. It is critical that a scoring guide is tied directly to the student learning outcome it is measuring.Examples of Common Scoring Guides
1. Rubrics
2. Structured Observation Guides
Structured observation guides are a more qualitative type of scoring guide.
Advantages
§ They allow for richer descriptions of student performances or work.
§ They may be useful for the assessment of qualities that are difficult to operationally define, like attitudes or values
Disadvantages
§ This is a more subjective approach to scoring.
§ It is more difficult to analyze results than quantitative methods of scoring.
Example of a structured observation guide for student presentations
|
Effectiveness
of presenter |
Notes |
|
Communicating
purpose of presentation |
|
|
Organizing the
presentation |
|
|
Demonstrating
knowledge of topic(s) |
|
|
Speaking with
clarity |
|
|
Responding
appropriately to participants’ questions |
|
|
Adhering to
time constraints |
|
|
Accomplishing
the stated objective |
|
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