98 per cent of school teachers do not know the real purpose of Continuous and Comprehensive Evaluation (CCE), indicates the result of a recent pan-India survey of 123 schools, including eight schools from the city, conducted by a CBSE-empanelled agency Chrysalis. CBSE officials said the purpose of CCE was to take the stress out of exams, but instead, it has increased the frequency of assessments without reducing the stress in students and teachers.
Stating that there are hurdles in the proper implementation of the evaluation system in CBSE and ICSE schools as a result of this gap in understanding, representatives of the agency, who were in Pune to disseminate the findings, conducted sessions with teachers and principals on re-thinking assessments.
Ganesh Subramanian, director of Chrysalis, said the three-year-long study revealed that instead of considering CCE as a means of self assessment through student learning outcomes, most teachers considered it as a study of the overall development and strengths and weaknesses of students. In fact, most teachers say they don’t do it because assessing students with CBSE’s continuous comprehensive education (CCE) system takes up 91 per cent of their efforts.
“We had detailed questionnaires filled up by 757 teachers and 123 principals besides focused group discussions (FGD) with teachers from 18 different schools. Only two per cent of the teachers mentioned that the purpose of assessment is feedback and improvement, which tells us that the CCE implementation is not heading in the right direction,” he said.
Explaining that in the current system, 60 per cent marks depend on summative assessments while 40 per cent marks depend on formative assessments, he added that teachers distinguish between these tests by classifying the first as a pen and paper test and the latter as one involving projects. “The idea of CCE was to take the stress out of exams. But by introducing it, the stress in teachers and students has not gone down but instead frequency of assessments has increased. This is paradoxical to the idea of CCE,” he said.
Stating that the real idea of CCE is to continuously monitor the progress of students, the experts urged teachers to make assessments a continual pattern which happens as a natural part of daily coursework, rather than formalised tests.
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