CCE ppt.pptx

Cce ppt

1. C.S.J.M. UNIVERSITY KANPUR M. ED. 2nd year SESSION: 2020 - 2022 SUBJECT – Measurement, Evaluation & Statistics in Education TOPIC – Continuous & Comprehensive Evaluation (CCE) Presented by- Samita Singh Supervised by- Dr.Gopal Singh Asstt. Professor

2. Topics to be discussed….. Full form of CCE Implementation of CCE Present status of assessment Concept of CCE Background of CCE CCE means (continuous, comprehensive& evaluation) Difference between assessment and evaluation What is to be assessed? Types of assessment Main features of formative assessment Summative assessment Tools and techniques for formative assessment Tools and techniques for summative assessment Who will assess? Scholastic and co-scholastic areas Recording children performance Records and registers Role of all stakeholders Challenges of CCE Conclusion References

3. सतत एवं व्यापक मूल्यांकन Continuous & Comprehensive Evaluation Full form of CCE

4. Implementation of CCE Evaluation is powerful means of improving the quality of education. All the Educational committees recommended for reducing emphasis on external examinations and encouraging and internal assessment through CCE. It includes both scholastic and co scholastic areas and should be comprehensive in nature. This is in line with the goals of education.

5. Present status of Assessment Mismatch between curricular goals and assessment content. Domination of paper pencil test and no focus on oral and performance test. The test results do not impact on teaching because the next stage of syllabus will be tested on the next examination. Individual children learning needs downgraded in the push to cover the syllabus before next assessment. Memory oriented responses without much focus on original thinking and expression.

6. Continue….. Education seen as transmission of information and learning reproduced from textbooks. No focus on creative areas like,arts, crafts, values, health and physical Education life skills etc. The assessment do not focus during learning but after learning and helps in categorising the students based on performance. Teacher seldom tax assessment results as feed back to their teaching and change teaching learning processes and focus on neglected aspects of learning.

7. Concept of CCE CCE refers to a system of school based assessment that cover all aspects of students growth and development. The main aim is to find out how far the Curricular goals are achieved. It emphasizes two fold objectives: Continuity in evaluation and assessment of broad based learning. Behavioural outcomes. CCE is a regular assessment of all aspects of pupils growth and development in curriculum areas, co-curricular areas and personal and social qualities.

8. Background of CCE The Kothari Commission report,1966 had stated that the internal assessment or evaluation conducted by school is of greater significance and should be given increasing importance.It should be comprehensive evaluating all those aspects of students growth that are measured by the external examination and also those personality traits interest and attitude which cannot be assessed by it. Dr. D. S. Kothari

9. National policy on Education(1986) had also stated that continuous and comprehensive evaluation should incorporate both scholastic and non- scholastic aspects of evaluation is spread over the total span of instructional time. Continue….

10. Continue… The National Curriculum Framework-2005(NCF-05) also proposed examination reforms . Its position paper on Aims of Education- NCF- 2005 NCERT says: School based CCE system should be established to…… Reduce stress on children Make evaluation comprehensive and regular Provide space for the teacher for creative teaching Provide a tool of diagnosis and remediation Produce learners with greater skills

11. Right to Education Act (RTE,2009) On 27 th August 2009 Government of India adopted a new act right to free and compulsory education for children between 6-14 years of age. This law came into force for the entire country(except Kashmir) w.e.f. 1 st April 2010. It states that students up to std. 8th should not be made to appear for any board examination. From the year 2010-2011 a scheme of continuous and comprehensive evaluation to be implemented from standard 1 st to 8 th .

12. CCE comprises three areas C ontinuous C omprehensive E valuation

13. Continuous Assessment is regular and periodical evaluation of students growth and development is continuous process rather than an event built into the total teaching-learning process and spread over the entire span of academic session.

14. Comprehensive It is a holistic approach covers both scholastic and co scholastic areas it provides ample opportunity for the child to grow in all areas.

15. Evaluation Evaluation is assessment of child in all aspects the emphasis shifted to testing of holistic learning.

16. Difference between Assessment and Evaluation

17. What is to be assessed? The total feedback on child’s learning includes: The child’s learning and performance in different subject domains. The child’s skill, interest, attitudes and motivation etc. The changes that are happening in the learning process and behaviour of the child and the developments that have occurred in a stipulated period of time. The reaction of the child do the different context and opportunities in and out of the school.

18. Types of Assessment F ormative A ssessment S ummative A ssessment

19. Some of the main features of Formative Assessment It diagnostic and remedial and in the form of oral and written performance. Makes the provision for effective feedback. Enable teachers to adjust teaching to take account on the results of assessment. Recognizes the need for students to be able to assess themselves and understand how to improve. Builds on student’s prior knowledge and experiences in designing what is taught. Encourages students to understand the criteria that will be used to judge their work

20. Continue…. Offers an opportunity to students to improve their work after feedback. Help students to support their peers. Formative assessment is assessment for learning and assessment as learning.

21. Summative Assessment Summative assessment takes place after a period of instructions and requires making a judgement about the learning that has occurred. This is through using paper pencil test. It is to take place at end of term/ semester/school year. Special learning outcomes and standards are reference points and grades levels may be the bench marks for reporting. This is assessment of learning.

22. The techniques and tools for Formative Assessment Different kinds of tools and techniques must be used to observe and record the different types of behaviour, these are as follows: Daily observations and oral work (question and answer, reading aloud, speech and conversation, role playing, interview, group discussions etc.) 10 marks Project and experiments. 10 marks Slip test. 20 marks Children written works. 10 marks

23. Children written works means….. Notebooks (classwork and homework) Assignments Portfolios Children diary etc.

24. Tools and techniques for Summative Assessment Summative Assessment should be based on the written and oral test. Following are the tools for summative assessment:- Oral work- (question and answers, reading aloud, reading comprehension, speech and conversation, role playing, interviews, group discussions etc.) Written test - pen paper test. The question must be qualitative i.e open-ended, analytical in nature, drawing conclusion, giving reasons, evaluating and interpreting in nature. They must discriminate children based on their intelligence and creativity.

25. Who will assess? School based assessment by concerned teachers. Test paper must be teacher made and never from external sources.

26. Recording children performance Marks based grading system will be followed. 9 points grading scale will be followed in CCE .

27. Records and Registers Every teacher must maintain a register CCE showing the progress of children against subject specific learning indicators over baseline. Recording formative and summative evaluation details in the child’s progress card. Every child completing his elementary education shall be awarded a certificate. A cumulative achievement record at two levels will be used I.e. ( a ) for primary (1 st to 5 th classes) and ( b ) for upper primary (6 th to 8 th classes)

28. Benefits of CCE Elimination of chance and subjectivity. De-emphasis of memorization. Encouragement of comprehensive evaluation covering scholastic and co-scholastic aspects. Continuous evaluation is spread over the total span of the instructional time. Functional and meaningful declaration of results for effective use by all.

29. Continue…. Wider use of test results for improvement through diagnosis and remedial enrichment programme. Improvement in the mechanics of conducting examinations. Introduction of desired changes in instructional material and methodology. Use of grade in place of marks in determining the levels of pupil’s performance and proficiency.

30. Success of CCE /role of all stakeholders (Principal, parents, teacher and students Positive attitude and open mindedness. Willingness to adapt to new changes. Complete knowledge and understanding of the system. Regular interaction and co-ordination. Mutual trust and respect. Fair and just approach

31. Continue…. Responsible behaviour Being conscious and alert Clarity in communication. Creativity and innovation Proper training and orientation Shift from subjectivity to objectivity

32. Challenges of CCE Large class strength High pupil/teacher ratio Teachers perception and competencies Absenteeism (teacher/ pupil) Time constraints Diversity of learners Monitoring and feedback Teaching learning resources remediation and enrichment Switching from CCE to traditional evaluation in higher class

33. Conclusion Evaluation plays an important role in any curriculum it plays a very crucial role in reaching learning process and influences the quality of teaching and learning only when learners are evaluated their weakness and difficulties be diagnosed and remedies be given for more effective learning. By using this particular evaluation technique the teacher ko and turn ordinary students into active learners assessment in scholastic areas is done in informally and formally Using multiple techniques of evaluation continue Li and periodically.

34. References http://scert.cg.gov.in/pdf/misc/final_1-60pdf https://www.newsically.in/2021/03/continuous-comprehensive-evaluation.html?m=1 https://ncert.nic.in/pdf/announcement/CCE hindi.pdf https://utkarsh.onelink.me/<c5j/2b6f5416