Conceptual and Historical Framework of Continuous and Comprehensive Evaluation

Education aims at making children capable of becoming responsible, productive and useful members of a society. Knowledge, skills and attitudes are built through learning experiences and opportunities created for learners in school. It is a very well-known fact that the evaluation practices carried out in schools aim to measure the knowledge and understanding outcomes of learners, neglecting the evaluation of skills and higher mental abilities. While one of the major areas of school education is towards the all-round development of the child, least attention is paid to the educative process involved and to the assessment of students’ personal development. In recent years, there has been a growing concern for improving the quality of achievement of all learners at elementary and secondary level. In keeping with the above, reforms in the examination system are often recommended, sometimes discussed and rarely implemented. Introduction of Continuous and Comprehensive Evaluation (CCE) is one of such reforms which have undergone a long journey. This article examines the concept continuous and comprehensive evaluation, its historical perspectives, its need and importance, its features and role of teacher in implementing CCE in the landscape of Indian schools.