Continuous and Comprehensive Evaluation

Continuous and Comprehensive Evaluation” book published by NCERT. CCE has been recommended by different policy documents from time-to-time at various levels. The RTE ACT, 2009 gives the policymakers a hope to frame CCE. CCE is prepared by considering the suggestions of various stakeholders. After reading the pdf of CCE guidelines shared by Manvi Mam I feel that it is also framed after considering the 2030 global agenda for Sustainable Development. Sustainable Development Goals point 25 says “ We commit to providing inclusive and equitable quality education at all levels- early childhood, primary, secondary, tertiary, technical and vocational training. All people, irrespective of sex, age, race, ethnicity, and persons with disabilities, migrants, indigenous peoples, children and youth, especially those in vulnerable situations, should have access to life-long learning opportunities that help them acquire the knowledge and skills needed to exploit opportunities and to participate fully on society”.After reading CCE, I feel that it follows all these guidelines. It motivates our education system to become inclusive, learner-centered, focused on holistic development, providing discrimination-free education and all.CCE is very much influenced by the RTE Act, 2009. In RTE Act 2009, there is “No-Detention Policy” (no student can be failed or expelled till the completion of elementary education covering from Standard 1 to 8). This is continued in CCE. The moment we said that there is no need to evaluate (in a quantitative way) students, we at the same time deplete the quality of education given to these students.On the question of ‘No-Detention policy’; CCE says “It was observed that CCE is being misunderstood”.

In this, we all need to understand that our schools are not able to provide adequate resources to the students and teachers. Most of the schools either government or private are not following the student-teacher ratio.

We also know that CCE is a continuous evaluation of each and every pupil. In many places where we all not even able to maintain the teacher-student ratio, how we will follow the guidelines of CCE. CCE gives equal importance to many co-curricular activities including in-door or out-door activities, but when the students are not getting proper knowledge inside the class then how we can expect that they learn anything from outside of the class. In the Assessment part, if we thought that all schools are following ‘Assessment for Learning’ and ‘Assessment of Learning’ in a proper way but in my opinion, we are not following  ‘Assessment as Learning’ in which parents are supposed to play an important role.

We all know that in our country, most of the villagers are uneducated. So, In this case, there are least chances that they are serious about the importance of education. In India, after 1986 Educational Policy, I haven’t seen any significant step in adult education. So this, Assessment itself looks gloomy and weaker.

We sometimes hear news or read some reports that say students of standard 5th are not able to read the book of Standard 3rd. Students of standard 3rd are not able to solve the maths of standard 1st. In many cases, we came across that student of the same class from different schools had different levels of learning and knowledge.

As per the ASER Report, It says older children continue to do better than younger ones on every task. This report gives us a hint of drawback on the No-Detention Policy.

CCE recognizes children as constructors of knowledge. We all already know Constructivism (Constructivism is basically a theory based on observation and scientific study — about how people learn. It says that people construct their own understanding and knowledge of the world, through experiencing things and reflecting on those experiences). Now the situation arises where a student of standard 5th not able to read the textbook of standard 3rd then what type of constructive knowledge he or she will create when the same student will be promoted in standard 6th because of this ‘No-Detention Policy’.Recent news not only hints but clearly shows us the follies in ‘No-Detention Policy’. In the last few years, our country had also seen the growing dropouts in class 9th.

 The reason for these growing dropouts is crystal clear. Instead of understanding the situation, some of the policymakers want to extend the age limit in the RTE Act 2009 from 14 years to 18 years. I completely agree with this extension but if this policy continues with ‘No-Detention Policy ‘ then as a responsible citizen of the country I will show my dissent on this. I don’t want my citizens only to be literate because after going through the reports of ASER it clearly looks as if our education system is trying hard to make everyone literate. In the rat race of making everyone literate, we are completely deviated from the road that was not taken, the road of being educated. The reports by ASER show that till Standard 8th students can read and write in one language and in eight-year of study they can only be put under the list of literate but this is not going to solve our problems. In my opinion, we need to change the definition of Literate as well. Because in the 21st century the definition of Literate becomes a subject of mockery to the intellectual class and a prize for the ruling class. Raising problems is the very easy part of any task and the difficult one is to give solutions to it. I tried to give some solution regarding the above-stated problem.


For every problem, there is a solution. Many policymakers had shown grave concern against detention policy. In many ways, their concerns are justified. Many a time’s detentions led to stagnation which results into either wastage or dropout. To remove this, policymakers came up with “No-Detention Policy”. With this policy, we had seen the deterioration of knowledge and interest in studies that subsequently led to poor performance in their higher studies. Thus to solve this problem I come up with a solution under which there will be a proper examination at the school level that must start right from standard 4th.  In the final exam if a student scored satisfactory marks in all the subjects then the student must be promoted in the higher class. If the student is failed in few subjects that are less than half of all the subjects then a proper teacher-parent meeting will be held under the guidance of principal and they have to decide whether 3 more months should be given or the child should be demoted under the proper guidance by all the higher authorities. After 3 months of extra guidance if the same student passed in a few subjects but failed in one or two in the re-examination then that student must be given another three months under the guidance of that subject teacher or teacher in which the student performed low and the process is again repeated. Those students who failed in half of the subjects in their examination have been given chances of being promoted or to a stay in the same class after proper consultation with their parents, teacher, and principal. For the rest of the students who failed in more than half of the subjects have to stay for one year in the same class. This procedure looks cumbersome but it gives more chances for improvement and infuses a sense of seriousness towards studies in the students. This path is just like Buddha’s “Madhyam Marg” or “Middle Way”. Here, the rules are not strict as detention and not lenient like no-detention. Now the next question is why standard 4th as the government already decided to take examinations for standard 5th and in standard 8th  is not that satisfactory because this will suddenly increase pressure on a child. The answer is divided into three points-a)   In standard 4th, a student already has at least 3 to 4 years of schooling. Thus, he or she is now ready for the scrutiny of their knowledge with some strict measures, so that a little sense of seriousness must be generated into their imagination.    b) “No-Detention Policy” makes the teacher less accountable.

The Primary teachers act as a bridge between the learning and student. If the bridge is weak then the student will hesitate to cross it. The reason examination should be started from standard 4th is because; in India, we divide school teachers into three parts. Part one is Primary Teachers are meant to teach the students from standard 1st to standard 5th. The very moment this policy will be in effect primary teachers will be more accountable for the performance of their students. Now the teacher will start teaching the students effectively right from standard 1st because after 3 to 4 years of teaching it will be there test and the burden comes on the teacher. Instead of taking a burden in the future, they will work in the present.c) The student has completed his primary education he must have acquired an expected knowledge. Now, Students of standard 5th can read the book of their class, able to solve the mathematical problems of their books. They gain their further knowledge as per constructivism because they entered in standard 5th after having the sound knowledge of their previous standard.
If this policy will be applied some people will definitely criticize me because this policy framework puts more burden on the students. In CCE it is written that children of standard 1st to 8th do not even know the true meaning of failure.

No one can condemn this. Students of such a tender age are not even supposed to understand the true meaning of failure but I don’t want to make them fail, I simply want to inculcate the feeling of responsibility in them. Before approaching the understanding of failure or success they must have a clear idea of what responsibility means to them. It may not be a perfect idea but it can solve the issues which we face because of ‘No-detention Policy’. We can generate true curiosity towards learning and knowledge. After standard 8th they never quit. They will continue their schooling and will never be afraid of examination because the examination will be no more the reason for their concern, it’s a responsibility for them.In my opinion, if we follow these principles we move one step further to make our country educated. Your suggestions and comments are welcome. Feel free to share your views.

Department of EducationCentral University of Jharkhand
References-PRS India

CCE guidelines

Newspaper Articles

ASER Report

Categories: Author's Desk


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