As a teacher you must
have felt some problems in implementation of continuous comprehensive
Evaluation (CCE) in your school. Mention those problem and also explain how did
you overcome those problem .
Continuous and
comprehensive evaluation is an education system
newly introduced by Central Board of Secondary Education in India, for students of sixth to tenth grades. The main aim
of Continuous Comprehensive Evaluation is to evaluate every aspect of the child
during their presence at the school. This is believed to help reduce the
pressure on the child during/before examinations as the student will have to
sit for multiple tests throughout the year, of which no test or the syllabus
covered will be repeated at the end of the year, whatsoever. The Continuous
Comprehensive Evaluation method is claimed to bring enormous changes from the
traditional chalk and talk method of teaching provided it is implemented
accurately.
As a teacher we do
have faced many problems in the implementation of such systems. Problems faced
under this method are.
Time Constraints:
Continuous Comprehensive Evaluation
requires us 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 us that
negatively influences their ability to assess students. Student conferences are
more frequent under this system, requiring us 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. We have to adjust our timings and schedule as per the system. So we
request parents to avail themselves for the conference so that time constraints
can be avoided and be maintained well.
Potential for Inconsistencies:
Continuous Comprehensive Evaluation
requires all of us to be trained and adhere to the same assessment methods.
However, the system is liable to suffer from many inconsistencies. We 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.
Potential for Prejudice:
Continuous Comprehensive Evaluation
is aimed at grooming students academically as well as shaping their attitudes,
beliefs and values. The potential for prejudice against minority groups or
sectarian religious groups is a great risk in a system based on teacher-only
assessment. Standardized tests allow students whose grades may be negatively
influenced by teacher prejudice to prove their capability outside of the classroom.
The Ghost of Classrooms Past:
Kindergarten through high school
portfolio assessment may set students up for continued poor performance.
Traditionally, students have started each new school year without any known
predetermined expectations by teachers. This can be liberating for students who
wish to leave their poor performance behind and apply themselves anew. However,
carrying records of poor performance in elementary through high school may
engender in students a low expectation of their ability to overcome that
history of performance. A teacher's ability to read a student's entire history
may unintentionally establish expectations of poor performance that prevents
teachers from applying different methods of teaching subjects to struggling
students.
Student scoring better marks:
A downside of the CCE system is the grading system. This is because the bracket is very wide, for example students that score between 90 and 100 will get an A* grade. You may see this as a positive scheme because it gives the chance for more students to receive a higher grade, however, a student that scores 8 more points than someone else but doesn't receive a better grade may seem unfair. Though * more points does matter a lot. But that student also stands in the same line as of the student who scored 90. Which is a problem for us that how to get a good grade for that particular student.
A downside of the CCE system is the grading system. This is because the bracket is very wide, for example students that score between 90 and 100 will get an A* grade. You may see this as a positive scheme because it gives the chance for more students to receive a higher grade, however, a student that scores 8 more points than someone else but doesn't receive a better grade may seem unfair. Though * more points does matter a lot. But that student also stands in the same line as of the student who scored 90. Which is a problem for us that how to get a good grade for that particular student.
Stress on Students as well:
Despite the system aiming to
lessen stress, the grading system may in fact cause more stress for the
students.. For example, a student may feel more pressure to get a higher grade
because the grade margin is substantially larger than you would expect. As a
teacher it puts a stress on us also to note how a student is doing and what is
his requirement to complete is grade goal
INITIAL REACTIONS:
As a teacher it aggrieves me to share that CCE has created more chaos rather than being welcomed by the schools. The bewilderment it has generated is equivocal amongst school managements, teachers, students, parents, publishers and other agencies working in the field of education. Therefore, there are schools demanding intensive CCE
As a teacher it aggrieves me to share that CCE has created more chaos rather than being welcomed by the schools. The bewilderment it has generated is equivocal amongst school managements, teachers, students, parents, publishers and other agencies working in the field of education. Therefore, there are schools demanding intensive CCE
training for
different stakeholders there are Students who feel that it will mean more
assessments for them on an ongoing basis. Teachers feel that their work has
increased tremendously with assessments having additional ‘descriptive
indicators’.
Hence we face more
than the above mentioned problems in the continuous comprehensive evaluation
system but as teacher we have to get over all the above problems and get a
systematic solution to it. If we do not get a solution its ultimately us who
suffers because it’s not a system followed by school or college this system is
run by whole education system, all over the world and not only in India.
Though the method
is problematic its good for the students to achieve marks not only on the basis
of class studies but also on the basis of their class behavior also. Students
who score well do not think about their behavior and have much attitude in them
just because they score well. Because of continuous comprehensive evaluation
this thing has almost vanished from the class rooms thus ultimately this method
is helpful to teachers like us who now don’t have to tolerate the burden of
student’s behavior as they are already cleaned up through continuous
comprehensive evaluation. They behave well to get the best possible grades.
Hence it’s a very helpful concept of studies and maintaining class discipline
too.
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