PAPER TOPIC - “CONTINUOUS

ASSESSMENT”

CONTRIBUTORS
Dr. Shubhangi Dhagat Ms. Pallavi Banerjee
Professor (Dept. of Commerce) Research Scholar

Govt. Mahakoshal Arts & Commerce Aut. College

Jabalpur
Focus areas in the
presentation
Meaning of Continuous
Assessment

Innovative methods for

Continuous Assessment

Suggestion for further

improvement
 CONTINUOUS ASSESSMENT
Diagnostic & Remedial
Meaning -
Continuous assessment is a classroom
strategy implemented by teachers to
ascertain the knowledge, understanding,
and skills attained by pupils. It emphasizes
two fold objectives - continuity in
evaluation and assessment of broad based
learning.
Difference between Continuous
Assessment & Semester Exam
Semester Continuous
Examination Assessment

Snapshot Many snapshots

of the learner of the learner
 The present system of CCE prevailing in
Higher education
( with reference to Higher Education in Madhya Pradesh)
( Semester) Continuous Comprehensive
Evaluation
CCE - I CCE - II
(15% of Max. Marks of (15% of Max. Marks of
the Subject) the Subject)

Odd Semester To be completed To be completed

( I, III, V) till the end of till the end of
August September
Even Semester To be completed To be completed
( II, IV, VI) till the end of till the end of
January February
Focus areas in the present system
of CCE System
1. Intensive documentation
2. Lack the required skills in teachers.
3. Teachers are more concerned with
completion of formal documentation
than judicious assessment.
4. More attention is required on holistic
student development.
5.Improper teacher-student ratio.
6.Reduce in teacher-pupil contact hours
7. Tendency on the part of teachers to
use test questions that are easier to
mark.
8. Lack of required feedback & remedial
instructions.
9. No weightage is given to co-curricular
activities in the academic marking.
 INNOVATIVE METHODS FOR
CONTINUOUS ASSESSMENT
1. Before and After Lecture
Assessment
Method - Before the class 1 min. is given to
students to quickly jot down the thing that
confuses them the most about the assigned
materials. At the end of the class, 10
seconds are again given to the students to
jot down, whether or not they are still
confused
Objective- clear up students’ confusion
during the class discussions.
2. Minute Paper
Method - Several minutes before the end of
class, the teacher might stop his/her lecture
and ask the students to take one or two
minutes to answer, in writing, several
questions about the day’s work.
Objective- Assess student’s ability to recall
and understand and student’s ability to self-
assess their learning and understanding
3. Punctuated Lectures

Method - After completion of a portion of the

presentation, the teacher stops the action and
asks the students to write whatever they have
gained through the lecture.

Objective- Encourage students to become

self-monitoring listeners and self-reflective
learners.
4. Classroom Opinion Polls

Method – Students poll can be taken over

controversial or debatable issues related to
topic in class.

Objective- Judge the attentiveness in class &

helps the students learn about their own
opinions as well as compare those opinions to
others’.
5. Reading Reaction

Method – Compels the students to slow down

the reading process and provokes critical
thinking about what they have read.
Emphasizes “thinking” instead of simply
taking in the words.

Objective- Develop skills needed for critical

thinking and argument construction.
6. Paper Reaction Exercise (as an
improvement chance)
Method – Can be brought into use as an
improvement chance for the students after
giving an exam. To be conducted whenever the
student is mentally peaceful and in a position
to give a deep thought and express his/her
views freely.

Objective- Develop logical & critical thinking

7. Systematic Progression of
Assignments

Method – Assignments that are scheduled

throughout the semester to track student’s
progress on specific learning objectives. Each
assignment is connected both to the one before
and to the one after
Objective- Maintain a formal record of
student progress
8. Pre/Post-Test Survey

Method – Pre-test survey at the beginning of

the semester would reveal the extent of student
knowledge and understanding about key
course concepts. Post test at the end of the
semester would demonstrate student
achievement over time.

Objective- Track students progress over time.

9. Portfolio Analysis
Method – It includes a series of writing
assignments in increasing order of difficulty or
all work that the student has produced for a
particular course. Evaluates the extent of
learning based on the progression of the work
from the first assignment until the last.

Objective- See the progression of students’

performance over time.
10. Directed Paraphrasing
Method – Involves selection of an important
theory, concept or argument that students
have studied in some depth and identifying a
real audience to whom the students should be
able to explain this material in their own
words.

Objective- Develop and enhance public

speaking skills as well as learning.
KEY STRATEGIES FOR EFFECTIVE
CONTINUOUS ASSESSMENT
1. Misconception/Preconception Check
2. Muddiest Point
3. Background Knowledge Probes
4. Clarifying, sharing, and understanding
goals for learning and criteria for success
with learners.
5. Providing feedback that moves learning
forward.
6. Activating students as owners of their own
learning.
7. Activating students as learning resources for
one another.
8. Chain Notes.
 SUGGESTIONS

• Reducing the number of CCEs to per

semester would help make continuous
assessment more fruitful. It would reduce
the unwanted stress on students as well as
teachers.

2. Regular workshops and trainings should be

conducted particularly in the
underdeveloped states of the country so
that the effective system of continuous
assessment penetrates down to the root
level.
3. Effective implementation and execution of the
CCE system can be linked with teacher
evaluation in higher education so that
everyone becomes more conscious of
achieving the educational objectives.

4. Instead of the foundation course subjects

(Hindi, English & Environmental Science)
various techniques and tools can be
introduced to enhance students’ capacity
related to personal, social and job related
communication in appropriate manner.
5. Subject specific continuous assessment
manuals can be developed which would give
the assessors a better insight on the types of
techniques which can be used to make the
best possible assessment and also encourage
students’ participation.

6. Holding regular workshops to develop the

required skills in the students and to strength
the teacher-taught relationship would
further make the continuous assessment
process more effective.
7. Appropriate teacher-student ratio needs to set
up to ensure individualized supervision
during the continuous assessments.

8. Regular and effective feedback should be

given to the students on their performance.
Based on the feedback the required remedial
instruction and assistance should also be
given to ensure the growth and development
in the student.
9. It is suggested that some weightage should be
given to the co-curricular activities in which
the students participate throughout the year to
cater to the individual differences. It would
give some advantage to those students who
excel in co-curricular activities but somewhere
lack in academic performance.
 CONCLUSION
Continuous assessment has made learning an
ongoing activity which goes on with or
without the examinations.

In our opinion the process of evaluation can

never be static. It’s got to be rational and
dynamic in the light of changing need of the
society, level of institutions, socio-economic
needs of the country and the changing
teacher-taught relationship.