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CONTINUOUS AND COMPREHENSIVE EVALUATION-Article
< [[Media: School education is the necessary foundation for strengthening human resources that has been deemed central for the National development. Since the time of our independence, many committees and commissions persistently emphasized upon the free and compulsory education in our country. Among various measures that have been adopted to expand the provisions for realizing the goal of Universalizing elementary education, the National Policy of Education had made several recommendations to improve the quality of school education. The recommendations include the child-centered approach improvement in the quality of education through reforms in the context and the process of education, school facilities, additional teachers, laying down minimum levels of learning, and emphasis upon continuous and comprehensive evaluation. This paper examines the concept of continuous and comprehensive evaluation, its need and importance, role of teachers and its implementation in schools with an empirical support.
|Contents | | [hide] | |1 Recommendations of National Curriculum for Elementary and Secondary Education in Reforming Evaluation Practices | |2 Tools and techniques of evaluation | |3 Evaluation of Scholastic areas | |4 Evaluation of co-scholastic areas and Personal and social qualities | |5 How Does Continuous and Comprehensive Evaluation Help a Classroom Teacher? | |6 Some Empirical Studies | |7 References |
Recommendations of National Curriculum for Elementary and Secondary Education in Reforming Evaluation Practices
The continuous and comprehensive evaluation was initiated based on the recommendations to reform evaluation practices in school education by National curriculum for elementary and secondary education – a framework (1988). Therefore it is desirable to examine the view points presented in he framework with respect to evaluation. The framework emphasizes the following.
1. Defining minimum levels of learning at all stages of education while evaluating the attainment of children 2. Attaining mastery level in al competencies.
3. Broadening the scope of learners’ assessment by way of including the assessment of psychomotor skills and socio-emotional attributes. 4. Aiming at qualitative improvement in education through valuation. 5. Using grades instead of marks
6. As feedback mechanism for the benefit of teachers, learners and parents providing timely corrective measures for improving attainment level of students. 7. Using various tools, techniques and modes of evaluation such as paper, pencil test, oral testing, observation schedules, rating scales, interviews and anecdotal records, individual and group evaluation methods at different stages. Maintain comprehensive student portfolios based on observational and situational tests. 8. Reducing undue emphasis on paper pencil tests in evaluation process. 9. Using more and more informal means of testing to reduce the anxiety and fear of the...
References: 1. Rao Manjula P. (2001): Effectiveness of the Continuous and Comprehensive Evaluation Training Programme over the Evaluation Practices of Primary School Teachers – A DPEP Research Study in Tamil Nadu, RIE, Mysore.
2. Rao Manjula P. and S.P. Kulkarni (2002): Development and Implementation of a School Based Evaluation System at Primary Stage in Demonstration School, RIE, Mysore.
3. Government of India (1986): National Policy on Education, MHRD, Department of Education, New Delhi.
4. NCERT (1988): National Curriculum for Elementary and Secondary Education – A Framework (Revised Version), Published at the Publication Department, Secretary, NCERT, New Delhi.
5. NCERT (2000): National Curriculum for School Education, Published at the Publication Department, Secretary, NCERT, New Delhi.
6. Rao, Manjula et al. (1998): Impact of SOPT Training Programme on the Classroom Practices of Teachers – A Study in Southern States, RIE (NCERT), Mysore.
7. Ved Prakash, et al. (2000): Grading in Schools, Published at the Publication Division by the Secretary, NCERT, New Delhi.]]
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