CCE - Continuous and Comprehensive Evaluation. The latest education system introduced by CBSE (Central Board of Secondary Education, India). The system is aimed at reducing the pressure studies exert on students of class 6th to 10th. It is also meant to evaluate a student on every basis. But does it really reduce the pressure? Does it actually evaluate the students in the right way?
In one way, CCE is a great way of reducing the final exam phobia, because the chapters taught in the first term will not be repeated in the second (final) term. Thus, during the final exams, students have almost half the portion of what they used to have earlier. CCE dilutes the portion, and this often helps average and below average students to score better. Also, regular tests throughout the year ensure regular revision. CCE also introduced a Problem Solving Assessment (PSA) for the classes IX and XI, starting with the batches of 2012-2013. This PSA helps students prepare for competitive exams like Olympiads. It aims at inducing the life-skills and problem-solving ability in students.
However, the evaluation continues throughout the year, creating tension for students. Students are evaluated for every single thing they do in the school, and often favoritism done by teachers creates problems. The regular tests have high importance in the final grade, which means that some pressure is exerted on the students throughout the year. Students have to submit several projects in each subject, but mostly these projects are not the least related to the portion, and often the projects are repeated. These projects are done by Google or Wikipedia, not the students. I am not saying that students shouldn't look up the information, but the projects are usually many in number, and require a lot of information. With the regular homework and tests going on, the students hardly get enough time to work properly on the projects. Also, the projects in no way help them in their general studies, except for some extra knowledge which is not the least related to the portion. As a result, students simply copy-paste information from the Internet to their projects, and submit them.
Also, a recent addition for the 2012-13 class IX batch includes Long Text Reading. This refers to reading novels which carry 10 marks in each term exam to develop a habit of reading books. This is a good habit, and thus the addition has positive effects. However, the books are prescribed by CBSE and the students are forced to read the books, for the marks they account for. Many a times, students don't read the book, because they don't have time, or because they simply don't have the interest. This causes a great loss in the marks and grade. It would be better if CBSE provided a list of minimum 5 books from which the students can choose the book they want to read, not the school. This would make reading a lot more interesting.
In CCE, the loss of even half a mark can cause the loss of a grade, and a grade means everything. On one hand, that is good, for it teaches students the value of even half a mark, and prepares them for the competition they will face once they leave the school. But on the other hand, it becomes a curse for the students, because good grades are precious and the loss of a grade by just half a mark can be very upsetting.
CCE is directed at removing competency among students, because a student scoring 100% or 92% will have the same grade, and thus the same result. However, this will be properly implemented only if the marks are not revealed to the students at all. Since the marks are revealed, there is still a lot of competency within the class, if not between schools. The marks of students can still be compared, and that can be stopped only when the marks are either revealed personally to each student or not revealed at all.
Many argue that CCE makes students take studies light, due to the diluted final exam portion. This is not true, because the tests continue throughout the year, and to get a good grade, students just have to work hard throughout the year, instead of just before the final exams. But, after getting habituated to the lesser final portions, students get a jerk when they have to study the whole year portion in the finals of 11th and 12th classes, since CCE continues only till class X.
Currently, CCE has just as many disadvantages as advantages. However, CCE can be a boon to the life of a student, provided there are a few changes and proper implementation.
In one way, CCE is a great way of reducing the final exam phobia, because the chapters taught in the first term will not be repeated in the second (final) term. Thus, during the final exams, students have almost half the portion of what they used to have earlier. CCE dilutes the portion, and this often helps average and below average students to score better. Also, regular tests throughout the year ensure regular revision. CCE also introduced a Problem Solving Assessment (PSA) for the classes IX and XI, starting with the batches of 2012-2013. This PSA helps students prepare for competitive exams like Olympiads. It aims at inducing the life-skills and problem-solving ability in students.
However, the evaluation continues throughout the year, creating tension for students. Students are evaluated for every single thing they do in the school, and often favoritism done by teachers creates problems. The regular tests have high importance in the final grade, which means that some pressure is exerted on the students throughout the year. Students have to submit several projects in each subject, but mostly these projects are not the least related to the portion, and often the projects are repeated. These projects are done by Google or Wikipedia, not the students. I am not saying that students shouldn't look up the information, but the projects are usually many in number, and require a lot of information. With the regular homework and tests going on, the students hardly get enough time to work properly on the projects. Also, the projects in no way help them in their general studies, except for some extra knowledge which is not the least related to the portion. As a result, students simply copy-paste information from the Internet to their projects, and submit them.
Also, a recent addition for the 2012-13 class IX batch includes Long Text Reading. This refers to reading novels which carry 10 marks in each term exam to develop a habit of reading books. This is a good habit, and thus the addition has positive effects. However, the books are prescribed by CBSE and the students are forced to read the books, for the marks they account for. Many a times, students don't read the book, because they don't have time, or because they simply don't have the interest. This causes a great loss in the marks and grade. It would be better if CBSE provided a list of minimum 5 books from which the students can choose the book they want to read, not the school. This would make reading a lot more interesting.
In CCE, the loss of even half a mark can cause the loss of a grade, and a grade means everything. On one hand, that is good, for it teaches students the value of even half a mark, and prepares them for the competition they will face once they leave the school. But on the other hand, it becomes a curse for the students, because good grades are precious and the loss of a grade by just half a mark can be very upsetting.
CCE is directed at removing competency among students, because a student scoring 100% or 92% will have the same grade, and thus the same result. However, this will be properly implemented only if the marks are not revealed to the students at all. Since the marks are revealed, there is still a lot of competency within the class, if not between schools. The marks of students can still be compared, and that can be stopped only when the marks are either revealed personally to each student or not revealed at all.
Many argue that CCE makes students take studies light, due to the diluted final exam portion. This is not true, because the tests continue throughout the year, and to get a good grade, students just have to work hard throughout the year, instead of just before the final exams. But, after getting habituated to the lesser final portions, students get a jerk when they have to study the whole year portion in the finals of 11th and 12th classes, since CCE continues only till class X.
Currently, CCE has just as many disadvantages as advantages. However, CCE can be a boon to the life of a student, provided there are a few changes and proper implementation.
Great post Mugdha!
ReplyDeleteHelps me understand the new changes much better. Also puts both sides of story very c
clearly.
Personally, I am still a bit old world and believe students should be expected to remember things taught to them in the first 'term' when they appear for the final examinations. Else, the practise of mug one day, give test the next day and forget on day three will start creeping in among students.
My view is that the quality of examination in the earlier study system should be changed - with students being asked to form their views and share opinions on topics in exams rather being asked for factual data. I think THAT would be much more helpful in the long term.
Thank you! :)
ReplyDeleteYes, the first term portion being repeated in the finals is helpful, as studying something twice leads to remembering it better in the future.
Hmm...i totally agree. The system just asks us to accept and learn facts - it doesn't ask us to implement them, or question them. That should be changed to make learning more effective.
CCE could have been a boon provided our teachers were masters in the art of teaching. Most do not want additional work and state board has a hotch potch implementation. If work is increased at least the board should have provided a tool for managing extra effort rather than stupid excel sheets. Most just know the full form of acronym ... ask how have they really implemented in real life teaching practices ... and you will be surprised !!
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