School Based Continuous and Continuous and Comprehensive Evaluation

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School Based Continuous &Continuous & Comprehensive Evaluation: 

  • Elimination of chance element and subjectivity (as far as possible), de-emphasis on memorization, encouraging comprehensive evaluation incorporating both Scholastic and Co-Scholastic aspects of learners Development
  • Continuous evaluation spread over the total span of the instructional time as an integral built-in aspect of the total teaching-learning process
  • Functional and meaningful declaration of results for effective use by teachers, students, parents and the society
  • Wider uses of test results for purposes not merely of the assessment of levels of pupils’ achievements and proficiencies, but mainly for their improvement, thorough diagnosis and remedial/enrichment programmes
  • Improvement in the mechanics of conducting examinations for realizing a number of other allied purposes
  • Introduction of concomitant changes in instructional materials and methodology
  • Introduction of the semester system
  • The use of grades in place of marks in determining and declaring the level of pupil performance and proficiency

 CharacteristicsSchool Based Evaluation

 School Based Evaluation has the following characteristics:

  • Is broader, more comprehensive and continuous than traditional system
  • Aims primarily to help learners for systematic learning and development
  • Takes care of the needs of the learner as responsible citizens of the future
  • Is more transparent, futuristic and provides more scope for association among learners, teachers and parents

School based evaluation provides opportunities to teachers to know the following about their learners:

  • What they learn?
  • How they learn?
  • What type of difficulties / limitations they face in working in tandem?
  • What do the children think?
  • What do the children feel?
  • What are their interests and dispositions?
  • The focus has shifted to developing a deep learning environment. There is a paradigm shift in the pedagogy and competencies from ‘controlling’ to ‘enriching’ to ‘empowering’ schools.
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