Continuous and Comprehensive Evaluation

The biggest disadvantage of the Central Board of Secondary Education Continuous Comprehensive Learning programme is the grading system that it uses. Students scoring 90 marks and 99 marks respectively will still both attain an A* grade, so it could be described as unfair for the student scoring the higher mark.

One other shortcoming is the fact that huge numbers of students are grouped together. For example, last year there were 348 students in Navi Mummbai at Universal Tutorials all scoring more than 90 per cent. It is possible that a scenario will emerge wherein all students scoring above, say, 91 per cent in all subjects will have the same cumulative grading. This poses the problem of how do you rank them? What will the admission process for the Standard XI based on?

In an attempt to address the problem a percentile mark has been introduced by the board. The percentile of a student indicates the position or rank of the student in percentage form. The top ranked student will get a percentile of 100. This is calculated by the formula, ‘Number of students below student X 100 divided by (total no of students -1). However, this in itself brings its own setback. The grading system may actually lead to more stress and disincentive to performance.

In addition to CBSE, Secondary School Certificates by state boards and those governing the Indian Certificate of Secondary Education are also conducting exams for Standard X and continue to follow the marks system and percentage of mark in each subject. Marks percentage and percentile are not comparable. This leads to an open ended situation particularly for the Standard XI admission process and those seeking admission from CBSE to other boards. This issue is still to be resolved and a decision needs to be made regarding how it will be tackled. CCE grading patterns have a number of disadvantages.

First and foremost, the ‘Continuous and Comprehensive Evaluation’ of students often leads to the said students feeling under pressure and stressed out throughout their school years. The tests themselves will be set using a limited syllabus, meaning students do not receive a broad and varied education in the classroom. This can stunt learning development in later school years and result in pupils that are not well rounded. Teachers will focus more on encouraging students to do well in examinations, rather than teaching them about various subject areas with interest. Pupils themselves will become focused on tests rather than the actual learning, and may struggle to become interested in various academic subjects later in life, causing them to drop out of the education system. •The impact of receiving comparatively low grades

Those students who achieve low grades may become saddened and discouraged. They will feel undervalued and worthless, which could lead to feelings of isolation. Pupils could be classed as stupid or unintelligent from a very early age, which is unfair as children develop at different rates. This will lead to many students focusing less on their studies, as they feel they can never succeed in the academic world, and more on other aspects of life such as being social and having fun. Some pupils may even become disruptive and misbehave in the classroom, which negatively impacts all students in a school. CCE grading patterns have a number of disadvantages. The other foremost disadvantage of the ‘Continuous and Comprehensive Evaluation’ of students often leads to the said students feeling under pressure and stressed out throughout their school years.

The tests themselves will be set using a limited syllabus, meaning students do not receive a broad and varied education in the classroom. This can stunt learning development in later school years and result in pupils that are not well rounded. Teachers will focus more on encouraging students to do well in examinations, rather than teaching them about various subject areas with interest. Pupils themselves will become focused on tests rather than the actual learning, and may struggle to become interested in various academic subjects later in life, causing them to drop out of the education system.

•A possible benefit of the grading system

As well as making all parties aware of the stage of development a child is at, the grading system could promote healthy competition between the more intelligent students in a class. These students will strive to achieve the best results possible in order to outperform their peers. Although this has many negative implications, it does improve the results of some students – so the CCE system is not all bad . The Disadvantages of Comprehensive Continuous Evaluation

Comprehensive evaluation assesses students’ involvement in sports as part of the curriculum evaluation process.

Comprehensive continuous evaluation (CCE) is an educational evaluation style used in India for evaluating elementary and secondary school students. The assessment system is designed to replaced standardized board examination testing by evaluating students based on academic and personal progress from the start of their education to its completion, or kindergarten through high school graduation. Teachers evaluate scholastic performance, arts and sports involvement and personal and social development.

Time Constraints

 CCE requires teachers to spend more time evaluating individual students. While the advantages of this include a broader view of the child’s progress and more interaction with the child’s parents, it can put additional strain on teachers that negatively influences their ability to assess students. Student conferences are more frequent under this system, requiring teachers to add more hours to their work day. This disadvantage can easily be remedied if parents avail themselves for conferences with the teacher during school hours and if classroom sizes are limited.

Potential for Inconsistencies

 CCE requires all teachers be trained and adhere to the same assessment methods. However, the system is liable to suffer from many inconsistencies. Teachers are charged with assessing cognitive abilities as well as health habits, work habits, cleanliness and cooperation. While a general standard of health habits and cleanliness, for example, may be assumed, the truth is such personal standards can be surprisingly subjective. Training teachers in assessing these values may not provide any more consistent results than standardized testing.