The state of Uttar Pradesh has been implementing Continuous and
Comprehensive Evaluation (CCE) since 2011-12 on pilot basis in the five
selected districts of Ghaziabad,
Lalitpur, Rae bareilly, Varanasi and
Balrampur. The
implementation of CCE has its genesis in National Curriculum Framework 2005 and Right to
Education Act 2009.
In order to implement RtE-09 Section 22 of State Rules states that the
State Council of Educational Research and Training while laying down the
curriculum and evaluation procedure, shall prepare guidelines for putting into
practice continuous and comprehensive evaluation.
State of Uttar Pradesh has designed a practicable process of CCE where Continuous
evaluation means that the teacher’s work should be continuously guided by the
child’s response and participation in classroom activities and Comprehensive
evaluation implies the assessment of child from a holistic perspectives rather
than merely in-terms of a learner of different school subjects, so that aspects
such as child’s health, self-image, sensibility, etc. are also perceived in the
context of development and growth.
Objectives of CCE Implementation in classrooms are as follows.
·
Reduce
stress and anxiety which often builds up during and after the examination.
·
Provide
better tools for diagnosis.
·
Make
evaluation comprehensive focusing on the co-scholastic aspects.
·
Reduce
the dropout rate as it motivate learning in a friendly environment.
State specific objectives of piloting CCE
·
To
develop State specific and practicable strategies for CCE
·
To
develop a work plan/manual/guideline for teachers to apply CCE in classroom
·
To
generate ample number of example for wider understanding of CCE
·
To
develop outline of training module for teachers in context of CCE
Implementation of CCE in Uttar Pradesh
For operationalization of CCE that addresses the academic need of the
entire state and for its systematic implementation across the state, three
phase roll out was chalked out.
First
Phase – (2011-12)
A workshop to develop work
plan / handbook for CCE was organised involving
teachers of 25 different schools from selected 5 districts Ghaziabad, Lalitpur,
Rae Bareilly, Varanasi and Balrampur. The developed
work plan / handbook was
piloted in these 25 schools for 5
months. Regular feedback was taken and
on-site support was provided to these 25 schools.
CCE emphasizes that teaching learning process is
guided by the child’s response and participation in classroom activities. To
ensure this, some formats were developed for teachers to record progress of
children and feedback about their teaching process on regular basis. Basically
three formats viz, Teachers’ Diary, Child Profile and Child Cumulative Sheet
were developed. Teacher had to plan about their teaching processes that they
used to write in Teacher’s Diary. Child’s progress on various curricular and
Co-curricular areas were recorded in Child Cumulative Sheet. Child profile
contains general information about child, and progress on various areas on
consolidated basis.
Second
Phase – (2012-13)
A
workshop was conducted to analyse the feedback received from the teachers and field on CCE implementation and to refine the work plan / handbook on the basis of the feedback. During this workshop the work plan/handbook,
training module and implementation process, for field trial in all schools of
selected districts were modified as per the feedback and need. Some changes were made in Teachers’ Diary, Child
Profile and Child Cumulative Sheet on the basis of feedback received from the
teachers and experts.
Training
of Master Trainers on modified work plan of CCE was organized which was
followed by the teachers’ training on modified work plan of CCE. The modified plan of CCE was implemented in all primary and upper primary schools of 5 districts.
Second Phase Continued
(2013-14)
The second phased continued for the year 2013-14 also. Feedback and learning from the field testing
received from individual’s /institutions/ organizations and teachers were once again analyzed to moderate the operational plan to
establish the efficacy of the CCE framework adopted for assessment in UP.
A
core group including eminent educationists, NGOs representatives and teachers
was also formed to review the CCE operational plan and
strategy on the basis of its implementation in the five pilot districts which
has given suggestions to modify the CCE handbook, strategy and operational plan
to ensure fulfilling its objective through effective implementation across the
states in the third phase.
The operational plan was
modified in the light of suggestions given by the Core Group and analysis of
pilot in the five districts. It was conducted by academic authority SCERT, UP. Some changes were made in Teachers’ Diary, Child
Profile and Child Cumulative Sheet on the basis of feedback received from the
teachers and experts. Training of
Master Trainers on modified work plan of CCE was organized which was followed
by the teachers’ training on modified work plan of CCE
Phase
III- (2014-15)
A
workshop for Modification of CCE handbook – Feedback and learning from the
field testing received from individual’s /institutions/ organizations and
teachers has already been analysed and
the process of modifying the operational plan is
being done by the academic authority SCERT, UP. Workshop for modification of work plan and deve of Training Module has been conducted. Work plan is in
the process of editing before going for teachers’ training. Finalized operational plan will be
implemented across all the Primary and Upper Primary Schools of State in
2015-16.
Outcome of CCE Pilot
Implementation
·
Workplan for the implementation of CCE has been developed.
·
A guide book for teachers named Satat evam Vyapak Mulyakan ki Parivardhit
Ruprekha has been developed to help teachers in its implementation at school
level.
·
Various formats for recording a child’s progress has been developed.
·
Training module Satat evam Vyapak Mulyakan ki Satra Yojna has been
developed.
