Continuous and Comprehensive Evaluation

In August 2009, the Indian parliament enacted the Right to Education (RTE) Act which enshrined education from 6 to 14 years as a ‘right’. The Act additionally mandated a variety of ‘requirements’ relating to infrastructure, Pupil Teacher Ratio (PTR), curriculum, teacher training, inclusionary education, and the focus of this article – a continuous and comprehensive student evaluation system (CCE). The objective of these mandates was ensuring a ‘quality’ education for children.

Reforms in assessments have been extensively deliberated in India. National policies and commissions before Independence, such as the Hartog Committee (1929) and Sargent Plan (1944) as well as those post-independence such as the Mudaliar Commission (1953), Kothari Commission (1964), National Policy on Education (NPE) 1968 and ‘86, Learning Without Burden (1993) and National Curriculum Framework (NCF) 2000 and 2005 have recommended changes in the examination system.

This is the Editorial of Issue XX (August 2013) of the Learning Curve on the theme of ‘Assessment in School Education’. Editor Prema Raghunath gives an overview of the kinds of articles the Issue carries.

This article by Sharanya, Sonal and Vijayalakshmi examines the artificial divide that the education system has created between ‘cognitive’ and so-called ‘non-cognitive’ skills, and the lower importance placed to the latter.

The article by Mahuya places the teacher as central to the success of implementing Continuous and Comprehensive Evaluation (CCE) of students in a classroom and describes how a workshop for teachers on CCE can be conducted for them to effectively understand and implement the same.

KR Sharma describes what is meant by Continuous and Comprehensive Evaluation and how a teacher can effectively implement it in the classroom/school.

The article, Gurbachan and Nisha, describes how Continuous and Comprehensive Evaluation changes the whole paradigm of evaluation by smoothening the process of learning, looking at every child individually, and providing a platform for equity in education.

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