The Concept of Continuous and Comprehensive Evaluation (CCCE)
Govt. of Andhra Pradesh has introduced CCE mode of evaluation system in the State.
The Concept of Continuous and Comprehensive Evaluation (CCCE)
Evaluation is now considered as an integral part of teaching learning process. It cannot be separated from teaching as teaching includes evaluation. As child development is a continuous process, evaluation should be continuous. The progress of the learner will be evaluated quite often in continuous evaluation. Learner is subjected to schooling for scholastic and co-scholastic gains. As such evaluation should cover all the aspects of schooling and teacher should be able to assess the all round development of the child. In fact comprehensive evaluation covers the whole range of student's experiences in the context of total school activities. It includes physical, intellectual, emotional and social growth comprising of social personal qualities, interest, attitude and values. Varieties of techniques need to be executed to carry out the comprehensive evaluation. The main characteristics of continuous and comprehensive evaluation are:
• It is informal and formative in nature
• It is based on the assumption that the teacher knows his pupils best and hence he/she should only be entrusted with the responsibility of evaluation
• It provides opportunities for the use of multiple techniques of testing
• It is built into the total teaching learning programme rather than done at a specific point of time
• It provides opportunity to teacher for regular diagnosis of learning difficulties followed by remedial measures
• It involves analysis and interpretation of the evidences of achievement to arrive at right decision and make judgment
The examination and evaluation process of different education Boards looks like similar pattern but they are objectively different in many ways in regards to weightage, time allotment, question pattern, etc.
'HOTS' Questions Make Students Think before Writing Answers
Now the focus is more on understanding and analysis, rather than students’ memorizing ability. A key change in the pattern of papers is a move from “MOTS to HOTS”. Instead of ‘More of The Same’ (MOTS), or questions answerable through rote learning, papers now test students’ ‘Higher Order Thinking Skills’ (HOTS), or ability to apply knowledge, 20 per cent questions in all major subjects test HOTS. Another new entry is short answer questions. About 10 per cent of the paper starts off with 1-mark questions but some things are still the same: sample papers, for instance, still form an essential part of a student’s revision. They contain the blueprint of questions, providing marking schemes and helping students learn about the pattern of questions and the weight assigned to different topics.
GPA weightage
In CCE, the marks obtained in an exam are usually not revealed. However, equivalent grades, which would be deduced using a special method by the teachers during evaluation would be revealed. This is considered as a drawback since a child with 92 marks will get the same grade as the child with 100 marks and their talents cannot be recognized by anyone else other than their teachers. Though this system might have some drawbacks it instills this value that students need to compete with themselves to get a better grade and not with others. The grading system is as follows.-
CGPA / 9.1-10.0 / 8.1-9.0 / 7.1-8.0 / 6.1-7.0 / 5.1-6.0 / 4.1-5.0 / 3.1-4.0 / 2.1-3.0 / 0.0-2.0Grade / A1+ / A2 / B1 / B2 / C1 / C2 / D / E1 / E2
The following innovations have been made during the last few years in Examination System:
o Issue of Prototype marks sheets to candidates.
o Flashing the results on Cell Phones through SMS Service.
o ICR Application forms (Intelligent Character Recognition) have been introduced replacing normal application forms for registering the candidates to the examination.
o Issue of photo Hall Tickets curbing impersonation cases to maximum extent.
o Director of Government Examinations, A.P., Hyderabad is pioneer in conducting Advanced Supplementary Examinations, in May-June every year i.e., after publication of March results to enable the passed candidates to join in 2 years intermediate course thus avoiding loss of one academic year.
o The OMR forms introduced for scanning of marks replaced the old system of data entry of marks. This has quickened the process with increased accuracy.
o OMR Bar Coding system is introduced in Examination system and implemented in all subjects to avoid disclosure of identity of answer book of particular candidate in the spot valuation.