RGR SIDDHANTHI COLLEGE OF EDUCATION, BOLTON
ROAD, SECUNDERABAD
Measurement and Assessment in Teaching
Paper III (EDN – 03)
CONTINUOUS AND COMPREHENSIVE
EVALUATION (CCE)
Introduction
Continuous and Comprehensive Evaluation (CCE)
is an educational system of assessment that aims to
evaluate all aspects of a student’s development on
a continuous basis throughout the academic year,
rather than relying only on final exam.
A Brief History of CCE
Kothari Commission (1964–66) recommended continuous assessment to
reduce exam stress.
National Policy on Education (1986) promoted continuous evaluation as
part of school reforms.
National Curriculum Framework (2005) emphasized CCE for holistic and
stress-free learning.
Right to Education (RTE) Act (2009) made CCE mandatory for classes I–
VIII in all schools.
CBSE in 2009–10 implemented CCE for classes IX and X to assess both
scholastic and co-scholastic areas.
CBSE in 2017 discontinued CCE and returned to an annual exam system
due to implementation challenges.
National Education Policy (NEP 2020) revived and updated the CCE
concept through competency-based, holistic, and 360° assessments.
Continuous and Comprehensive
Evaluation (CCE)
CCE refers to a school based evaluation, which covers all aspects of school
activities related to child’s development.
It is a curricular initiative, attempting to shift emphasis from mere testing to
holistic learning.
It emphasizes two fold objectives such as continuity of evaluation and
assessment of learning outcomes in a comprehensive manner.
‘Continuous’
The term ‘continuous’ refers to regularity in assessment.
The development of a child is a continuous process. Therefore, students’
development should be assessed continuously.
Evaluation has to be completely integrated with the teaching and learning
process. It must be built into the total teaching learning process and spread
over the entire academic session.
The term ‘continuous’ includes ‘continual’ and ‘periodicity’ aspects of
evaluation.
‘Continuous’
Continual aspect refers to the
assessment of learners’ progress on various aspects from the very
beginning of instructions, sometimes referred as placement evaluation.
also includes the evaluation of learners during the instructional process
through various formal or informal methods of evaluation, also referred
to as formative evaluation.
Periodicity means evaluation of performance of learners should be done
frequently at the end of every unit or term. This is also known as
summative evaluation.
‘Comprehensive’
The term ‘comprehensive’ implies that evaluation of learners’ performance
is carried out in both scholastic and co-scholastic areas.
First, CCE is comprehensive in nature as it takes care of achievement of
learners in various school subjects from science, mathematics, languages,
social science, work education and physical health activities as well as
includes the assessment of co-scholastic abilities like attitude, values, life
skills, interests, habits, etc.
Scholastic and Co-scholastic Areas
‘Comprehensive’
Second, CCE is comprehensive in nature in terms of tools and techniques
used for evaluation of learners.
It includes various tools like observations, interview, rating scales, checklist,
document analysis, portfolios, anecdotal records and techniques of
assessment like assignments, projects, quizzes, debates, discussions, club
activities, performance, experiments, etc.
Scholastic Areas-Tools and Techniques
Co-scholastic Areas-Tools and
Techniques
‘Comprehensive’
Third, CCE is comprehensive in nature as it is used for assessing various
learning outcomes like knowing, understanding, applying, analyzing,
evaluating and creating.
It is also used to evaluate learners’ progress in all the three domains i.e.
cognitive, affective and psycho-motor, whereas the conventional evaluation
system was limited to cognitive domain only.
Revised Bloom’s Taxonomy
Domains of Learning
Need of CCE
To reduce stress and pressure of final examinations on students
To provide continuous feedback on learning progress
To identify learning gaps and help students improve in time
To encourage regular study habits and active learning
Relevance of CCE
Focuses on holistic development of students, including scholastic
and co-scholastic areas
Helps develop creativity, critical thinking, and problem-solving
skills
Promotes learner-centered education rather than rote
memorization
Encourages self-assessment and reflective learning
Implementation of CCE
Introduced by CBSE in 2009–10 for classes IX and X, and
mandated for classes I–VIII under RTE 2009
Includes both formative assessment (ongoing) and summative
assessment (term-end)
Requires teachers to maintain detailed records of student
performance in academics and co-scholastic areas
Involves parents in monitoring progress through regular
feedback
Problems of CCE
Heavy workload for teachers due to continuous assessment and
record-keeping
Subjectivity in evaluating co-scholastic areas
Inconsistent implementation across schools due to lack of training and
resources
Difficulty in standardizing assessment criteria for holistic evaluation
Some students and parents still focus on marks rather than learning
outcomes
Summary
CONTINUOUS AND COMPREHENSIVE
EVALUATION
CONTINUOUS COMPREHENSIVE
SCHOLASTIC VARIOUS THREE
CONTINUAL PERIODICITY AND CO- TOOLS AND DOMAINS OF
ASPECT ASPECT SCHOLASTIC TECHNIQUES LEARNING
ASPECTS USED
Conclusion
CCE promotes continuous and all-round assessment of students.
It focuses on both academic and co-scholastic development.
Helps reduce exam stress and encourages regular learning habits.
Provides feedback to identify strengths and areas for improvement.
Supports holistic growth, creativity, and critical thinking.
Forms the basis for competency-based and learner-centered
education under NEP 2020.
THANK YOU
