Abstract

This study investigates the attitudes of secondary school teachers towards Continuous and Comprehensive Evaluation (CCE), a system designed to evaluate every aspect of a student's growth and development. The research emphasizes CCE’s potential to reduce examination-related pressure while fostering essential life skills such as innovation, teamwork, and behavioral stability. By de-emphasizing the traditional pass/fail system and academic-only focus, CCE allows students with talents in non-scholastic fields—such as arts, crafts, sports, and music—to gain recognition through positive reinforcement. The study aims to identify barriers to proper execution and provide remedial measures to help school administrations support teachers in creating a more learner-centered, stress-free educational environment.

Keywords: Continuous and Comprehensive Evaluation, Teacher, Attitude

Introduction

Education is the key resource for societal development. UNESCO’s Sustainable Development Goal 4 emphasizes inclusive and equitable quality education. Traditional Indian education often focuses excessively on examinations, creating stress and hampering holistic learning. CCE aims to promote a learner-centered approach by assessing scholastic and co-scholastic growth, including intellectual, physical, social, moral, ethical, and emotional development. Previous policies from Kothari Commission (1964-66) to NEP 2020 highlight the importance of CCE and its mandate under the Right to Education (RTE) Act 2009.

Continuous and Comprehensive Evaluation (CCE)

CCE provides valid and reliable measures of pupil growth and acts as a tool to improve the learning process. It emphasizes:

• Continuous assessment throughout the educational process
• Comprehensive coverage of scholastic and co-scholastic aspects, including life skills and social qualities
• Qualitative and quantitative evaluation using tools like rating scales, checklists, inventories, observation schedules, and tests
• Feedback mechanisms to guide teaching-learning and student improvement

Characteristics of CCE

• Continuous assessment considers both ongoing and periodic evaluations (placement and summative assessments)
• Comprehensive assessment evaluates scholastic and co-scholastic aspects of personality
• Scholastic assessment is formal and informal; co-scholastic assessment uses indicators to evaluate life skills and behavior

Objectives of CCE

• Develop cognitive, psychomotor, and affective skills
• De-emphasize rote memorization
• Integrate assessment with teaching-learning process
• Use assessment for diagnostic and corrective purposes
• Promote performance standards and informed decision-making
• Create a learner-centered teaching-learning environment

Features of CCE

• Continuous, periodic, and covers all-round personality development
• Assesses both scholastic (subjects) and co-scholastic (life skills, co-curricular activities, attitudes) domains
• Identifies student strengths and weaknesses
• Provides immediate feedback for teaching decisions
• Motivates students to develop effective study habits
• Supports career and course decision-making

Significance of the Study

The study evaluates teacher attitudes towards CCE to reduce student stress, recognize non-academic talents, and foster positive learning experiences. Teacher willingness and appropriate implementation are critical, supported by training, orientation, and incentives.

Statement of the Problem

‘A Study of Challenges Faced by Secondary School Teachers in Implementing CCE in Ranchi, Jharkhand’

Objectives of the Study

• To study the attitudes of government and private secondary school teachers towards CCE
• To study the attitude of male and female teachers towards CCE

Hypothesis of the Study

• H01: No significant difference in attitude of government vs private school teachers towards CCE
• H02: No significant difference in attitude of male vs female teachers towards CCE

Methodology

The study used a descriptive survey method, gathering data via structured instruments. Analysis employed descriptive statistics, t-tests, and graphical representation.

Findings of the Study

• Mean scores for Private school teachers: 129.425, Government school teachers: 130.15, SD 12.78 & 11.30, t-value 0.9675 (not significant). No significant difference between government and private school teachers’ attitudes.
• Mean scores for Male teachers: 132.35, Female teachers: 127.85, SD 14.49 & 9.32, t-value 0.10045 (significant). No significant difference in attitudes based on gender.

Educational Implications

• Teachers should not face discrimination based on school type or gender.
• State and school administrations can identify barriers to CCE implementation and provide support.
• Promote positive attitudes towards CCE in CBSE, ICSE, and State board schools.
• Conduct regular training programs to improve teacher readiness and teacher-friendly CCE measures.

Conclusion

CCE has the potential to create a learner-centric, stress-free educational system in India. Implementation challenges require adequate resources, training, and a shift in teacher-student relationships towards co-participation in knowledge construction. No significant differences were found in attitudes between teachers of government vs private schools or male vs female teachers.

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