Tuesday, November 29, 2011

CCE is more burden than earlier evaluation system

The newly introduced Continuous and Comprehensive Evaluation (CCE) by CBSE is more burburden for teachers as well as students. Instead of decreasing the load, it has increased it. The teachers are under more tension than the students, as they have to maintain more records and every time on full alert, monitoring, mentoring and all. Most of the evaluation taking place in most of the schools are unplanned or in some cases they do not take place at all.

The evidences of evaluation are often  "cooked" as and when required during school inspection or cross checking by CBSE. CBSE has highly formalised the formative evaluation and it is in practice defeating the purpose. The already overburdened teachers are further burdened by these. When it comes to supervision, the teachers are compelled to tell lies or produce false evidences and forged documents.

Why this injustice? What was wrong with the earlier system? NCF quotes that the earlier system was too much bookish and lacked a comprehensive approach.


But, why to overhaul the already existing system which has produced so many successful personalities some of whom have formulated the new system too.

Further, the teachers handling current class 11 are complaining that the stuff is extremely difficult to handle. The stuff means the students who passes with high grades in current system of evaluation in class X. They don't care what the teacher says, whether it be revising regularly, maintaining records or completing an assigned task in time.

As the students have not undergone a system of regular serious study under the shadow of CCE, the lack the fundamentals and still expect that it will be an easy cake walk and that they can score high marks without studying anything.

It is clear that the current CCE and its implementation has to be revised. Let the academic side be given prime importance and let the assignments and projects continue to be a part of the evaluation and be counted for promotion as was the case in Kendriya Vidyalayas.

The term Continuous and Comprehensive Evaluation and the rigidity imposed by CBSE in the time frame and assessment plans and all defeats the purpose in most of the cases.

Opinions and further suggestions are invited from all.

CCE looks fantastic when looked from out side or in theory, but in practice, it flopped.

What do you think? Post your reactions and reflections as comments to this post.


1 comment:

  1. CCE is producing Less eligible passed outs and after coming to streams (Science, Commerce etc)they are not able to follow and this creates a lot of problem.

    There are some big flaws in the system. The main problem is that When CBSE asks for evidence, Schools are sending cooked up evidences and the evaluators are fooled and they tend to think that everything is going fine. The authorities should come to the root reality and the burden the teachers and the school authorities are carrying to fulfill the demands of CCE and CBSE.
    Most of the teachers as well as the students are of the opinion that the earlier system was better where the students as well as teachers focussed on the academic side and the students learnt the subjects well. Then also different modes of evaluation and assessment were taking place through assignments, projects and seminars. But, the mandatory record keeping (just for the sake of it) was not present at that time.

    Even the teachers who like the concept are not able to keep proper records while handling about 50 -60 students in a class and more than 40 periods per week.
    Now, after the advent of the new CCE, the written exams are there as such (or even more) and the students are under threat of evaluation (examination) through out the year.
    Earlier, the students feared exams, and now they fear everything - the teacher, the peers and everyone - as the comprehensive evaluation includes all; the behavior towards peers, towards school property, public property, teachers and what not.
    It is said that the skills (as well as many other traits) of students are assessed through out the year, but in actual practice it is guessed as and when the records are prepared in most of the cases.
    When the simple written exams couldnot be conducted in a fair manner by many schools, how can one expect that this CONTINUOUS and OVER COMPREHENSIVE system (is there a system) of evaluation be implemented fairly by those schools?


Do not spam. Spammers will be banned from this site