Continuous and Comprehensive Evaluation
Continuous and Comprehensive Evaluation (CCE) refers to a system of school based evaluation of student that covers all aspects of student development. It is a developmental process of student which emphasizes on two fold objectives. These objectives are continuity in evaluation and assessment of broad based learning and behavioral outcomes on the other.
The term ‘continuous’ is meant to emphasize that evaluation of identified aspects of students ‘growth and development’ is a continuous process rather than an event, built into the total teaching-learning process and spread over the entire span of academic session. It means regularity of assessment, frequency of unit testing, diagnosis of learning gaps, use of corrective measures, retesting and feedback of evidence to teachers and students for their self evaluation.
The second term ‘comprehensive’ means that the scheme attempts to cover both the scholastic and the co-scholastic aspects of the students’ growth and development. Since abilities, attitudes and aptitudes can manifest themselves in forms other than the written word, the term refers to application of variety of tools and techniques (both testing and non-testing) and aims at assessing a learner’s development in areas of learning, like:-
􀂄 Knowledge
􀂄 Understanding
􀂄 Applying
􀂄 Analyzing
􀂄 Evaluating
􀂄 Creating
(a) The objectives are:
􀂄 To help develop cognitive, psychomotor and affective skills
􀂄 To lay emphasis on thought process and de-emphasize memorization
􀂄 To make evaluation an integral part of teaching-learning process
􀂄 To use evaluation for improvement of students achievement and
Teaching-learning strategies on the basis of regular diagnosis followed by remedial instructions
􀂄 To use evaluation as a quality control device to maintain desired standard of performance
􀂄 To determine social utility, desirability or effectiveness of a programme and take appropriate decisions about the learner, the process of learning and the learning environment
􀂄 To make the process of teaching and learning a learner-centered Activity
(b) The features are:-
􀂄 The ‘continuous’ aspect of CCE takes care of ‘continual’ and ‘periodicity’ aspect of evaluation
􀂄 Continual, means assessment of students in the beginning of instructions (placement evaluation) and assessment during the instructional process (formative evaluation) done informally using multiple techniques of evaluation 􀂄 Periodicity means assessment of performance done frequently at the end of unit/term (summative evaluation)
􀂄 The ‘comprehensive’ component of CCE takes care of assessment of all round development of the child’s personality. It includes assessment in Scholastic as well as Co-Scholastic aspects of
the pupil’s growth
􀂄 Scholastic aspects include subject specific areas, whereas Co-Scholastic aspects include Life Skills, Co-Curricular Activities, Attitudes and Values
􀂄 Assessment in Scholastic areas is done informally and formally using multiple techniques of evaluation continually and periodically. The diagnostic evaluation takes place at the end of
a unit/term as a test. The causes of poor performance in some units are diagnosed using diagnostic tests. These are followed with appropriate interventions followed by retesting
􀂄 Assessment in Co-Scholastic areas is done using multiple techniques on the basis of identified criteria, while assessment in Life Skills is done on the basis of Indicators of Assessment and Checklists
 (c) The functions are:-
􀂄 It helps the teacher to organize effective teaching strategies
􀂄 Continuous evaluation helps in regular assessment to the extent and degree of Learner’s progress (ability and achievement with reference to specific Scholastic and Co-Scholastic areas)
Continuous evaluation serves to diagnose weaknesses and permits the teacher to ascertain each individual learner’s strengths and weaknesses and their needs. It provides immediate feedback to the teacher, who can then decide whether a particular unit or concept needs a discussion again in the whole class or whether a few individuals are in need of remedial instructions.
􀂄 By continuous evaluation, children can know their strengths and weaknesses. It provides the child a realistic self assessment of how he/she studies. It can motivate children to develop good study habits, to correct errors, and to direct their activities towards the achievement of desired goals. It helps a learner to determine the areas of instruction where more emphasis is required
􀂄 Continuous and comprehensive evaluation identifies areas of aptitude and interest. It helps in identifying changes in attitudes and value systems
􀂄 It helps in making decisions for the future, regarding choice of subjects, courses and careers
􀂄 It provides information and reports on the progress of students in Scholastic and Co- Scholastic areas and thus helps in predicting the future success of the learner.
Continuous evaluation helps in bringing awareness of the achievement to the child, teachers and parents from time to time. They can look into the probable cause of the fall in performance if any, and may take remedial measures of instruction thereof, whenever more emphasis is
required. Many a times, because of some personal reasons, family problems or adjustment problems, the children start neglecting their studies, resulting in sudden drop in their performance. If the teacher and parents do not notice the sudden drop in the performance of the child in academics, it could result in a permanent deficiency in the childs’ learning. The major emphasis of CCE is on the continuous growth of students ensuring their intellectual, emotional, physical, cultural and social development and therefore it will not be merely limited to assessment of learner’s scholastic attainments. CCE uses assessment as a means of motivating learners to provide feedback and do follow up to further improve upon the learning in the classroom and to present a comprehensive picture of a learner’s profile.
Scholastic and Co-Scholastic Assessment
In order to implement Continuous and Comprehensive Evaluation, both Scholastic and Co-Scholastic aspects need to be given due recognition. Such a holistic assessment requires maintaining an ongoing and comprehensive profile for each learner that is honest, encouraging and discreet. While teachers frequently reflect, plan and implement remedial strategies, the child’s ability to retain and articulate what has been learned over a period of time also requires periodic assessment. These assessments can take many forms but all of them should be as comprehensive and discreet as possible. Weekly, fortnightly, or quarterly reviews (depending
on the learning area), that do not openly compare one learner with another are generally recommended to promote and enhance not just learning and retention among children, but their soft skills as well.
Part 1: Scholastic Areas
􀂄 There will be two terms in all both classes up to X, the First Term will be from April - September and the Second Term from October – March of the subsequent year.
􀂄 Each term will have two Formative and one Summative Assessment.
􀂄 Assessment will be indicated in Grades.
􀂄 The Grading Scale for the Scholastic Areas is a nine point grading Scale.
􀂄 Overall Grade of Formative Assessments over the two terms (FA1+FA2+FA3+FA4) and the overall grade of Summative Assessment (SA1+SA2) must be given. The total of the two grades
(Formative and Summative) should be given in the relevant column.
􀂄 The CGPA (Cumulative Grade Point Average) will be provided excluding additional 6th subject as per Scheme of Studies.
􀂄 An indicative equivalence of Grade Point and Percentage of marks can be computed as follows:
Subject wise indicative percentage of marks = 9.5 x GP of the subject
Overall indicative percentage of marks = 9.5 x CGPA
Part 2: Co-Scholastic Areas
Part 2 consists of Co-Scholastic Areas where students’ are assessed in four parts on a Five Point Grading Scale.
2 (A) Life Skills
2 (B) Work Education
2 (C) Visual and Performing Arts
2 (D) Attitudes and Values
Part 2(A) :
􀂄 Life Skills consists of Thinking Skills, Social Skills and Emotional Skills.
Part 2(B) :
􀂄 Work Education
Part 2(C) :
􀂄 Visual and Performing Arts
Part 2(D):
􀂄 Attitudes consists of attitude towards Teachers, Schoolmates, School Programmes and Environment .
􀂄 Value Systems refers to the framework which must be developed right through Primary to Secondary Level.
These are to be filled in after a period of observation over the year by the Class Teacher in consultation with the subject teachers.
Part 3: Co-Curricular Activities
Part 3 consists of Co-Curricular Activities wherein choice in participation and assessment thereof is available. It has two sub parts to be assessed on a five-point grading scale.
Part 3(A): 1. Literary and Creative Skills 2. Scientific Skills 3. Information and Communication Technology (ICT) 4. Organizational and Leadership Skills (Clubs)
A student will be expected to choose two activities from these four groups and will be assessed on their level of participation and achievement.
Part 3(B): Eight different kinds of Health and Physical Activities have been provided.
1. Sports/ Indigenous sports (Kho-Kho etc.)
2. NCC / NSS
3. Scouting and Guiding
4. Swimming
5. Gymnastics
6. Yoga
7. First Aid
8. Gardening/Shramdaan
Students will be assessed on any two activities that are chosen from within the eight different activities. The objective is to benefit from Physical activities to maximize health benefits. They will be assessed by teachers
Involved in various activities in school.
II. Evaluation of Scholastic aspect
Part 1: Scholastic Areas
Evaluation of Academic Subjects Six assessments are proposed:
Total Formative Assessments (FA) = FA1+ FA2 + FA3 +FA4 = 40%
Summative Assessments (SA)= SA1+ SA2 = 60%
Type of assessment Percentage of Month Term wise
First Term: April to September
 FA1= 10 marks, FA2 = 10 marks SA1 = 30 marks
Second Term: October to March
FA3= 10 marks, FA4 = 10 marks SA2 = 30 marks
III. Grading Scale
Assessment of Scholastic attainments Part 1 will be reported twice in a
The nine point grading scale for measuring Scholastic achievements is Given below:

Marks Range
Grade point
91 -100

Minimum qualifying grade in all the subjects under Scholastic Domain is D. All assessment with regard to the academic status of the students shall be done in marks and the assessment will be given in grades.
Assessment of Co–Scholastic Areas 2(A, B, C & D) and 3(A, B) will be done on 5 point Scale (shown in the table below); reported once in class

Grade point
4.1 - 5.0
3.1 - 4.0
2.1 - 3.0
1.1 – 2.0
0 – 1.0

Minimum qualifying grade in Co-Scholastic Domain is D.