continuous comprehensive evaluation (cce)

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School, Vijayawada, Andhra Pradesh. ... In order to bring about the improvement in the quality of education and the wholesome .... Primary Schools of Kerala.
Vol 5 Issue 1 July 2017

ISSN No: 2321-5488

International Multidisciplinary Research Journal

Research Directions Editor-in-Chief S.P. Rajguru

Welcome to Research Direction ISSN No.2321-5488 Research DirectionJournal is a multidisciplinary research journal, published monthly in English, Hindi & Marathi Language. All research papers submitted to the journal will be double - blind peer reviewed referred by members of the editorial board readers will include investigator in universities, research institutes government and industry with research interest in the general subjects.

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Dr.kiranjeet kaur

Nikhil joshi Dept.of English G.H.patel college of Engineering and Technology,Gujrat.

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Research Directions ISSN: 2321-5488 Impact Factor : 3.5003(UIF) Volume - 5 | Issue - 1 | July - 2017

CONTINUOUS COMPREHENSIVE EVALUATION (CCE) METHOD: A STUDY ON ITS APPLICATION 1

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Sree Lekha Sagurupilla and Dr. G. Mohana Charyulu 1 Research Scholar, Department of English, K L University, Vaddeswaram, Andhra Pradesh & SGT, Atkinson Sr. Secondary School, Vijayawada, Andhra Pradesh. 2 Associate Professor and Chairman, RPAC, Department of English, K L University, Vaddeswaram, Andhra Pradesh . ABSTRACT: he paper presents on the complete study of the CCE pattern and the pros and cons of the evaluation. The error rectification and the suitability of the existing pattern of evaluation are also observed which furnished increase in the periodical form of examining. In this study an effort has been made to analyse the present position of evaluation has changed from CCE to the Periodical Examination Mode in the secondary level in some selected English Schools.

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KEYWORDS: Strategic Framework, Evaluation, Factors, CCE, PEM. INTRODUCTION In order to bring about the improvement in the quality of education and the wholesome development of the child, evaluation process should pay adequate importance on both scholastic and non-scholastic areas of development. CCE refers to a school based system of assessment that covers all aspects of students’ development. It helps in improving student performance by identifying his/her learning difficulties at regular intervals right from beginning of the academic session and employing suitable remedial measures for enhancing their learning performance. By facilitating all round development of students, providing all the students the same opportunity to display their individual potential, helping the teachers to realize the effectiveness of teaching learning process, continuous and comprehensive evaluation technique proved to be enhance to the student but futile to generate time for the evaluation and the revaluation techniques. Focusing on the excellence in academics alone undoubtedly result in lopsided development of personality. Evaluation is the strategic framework of designing the question papers in order to meet the goal of language acquisition. For this, a proper agenda, generally, maintained by knowledgeable teachers which finally give rise to the 100% answering of the paper. But in practical situations, the present evaluations are going on with the display questions and a little importance is given for the individual proficiency in writing. The teaching techniques followed by the teachers are different from the deliberation in the class room related to LSRW skills. This can be done through introducing the Task Based Language Learning (TBLL). The student response is expected to answer the LSRW skills but the evaluation of the student is based upon the open type display questions. The problem arise here is the award is given only a chance to go for a right option out of four. Among many reasons, why CCE pattern is futile in its practicality, the researcher will go with the one of the main reasons for the CCE pattern to turn out to be a lopsided one.

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CONTINUOUS COMPREHENSIVE EVALUATION (CCE) METHOD: A STUDY ON ITS APPLICATION

Volume - 5 | Issue - 1 | july - 2017

Method of the Study Descriptive Survey was used in conducting this study. TOOLS USED FOR THE STUDY A questionnaire consisting of 10 questions for students and another is for the teachers with the 10 open ended questions. The content and validity of the questions given in the questionnaire are twice adjudicated by the consultation of experts ANALYSIS The researcher went through the 240 students of 6, 7, 10 and +2 for the observation of the pattern. The students opine that they are very much encouraged and influenced by the CCE pattern where 40% of marks are allotted for the internal evaluation. Listening, Reading and Speaking carry 10 marks each and rest of the marks for Writing. The statistical data shows that the students showed much interest in the CCE pattern of education.

Out of 240 students taken for the study, 190 students expressed their acceptance for the CCE because of its internal marks. Only 50 students are not responded due to various reasons. The teachers opine that the CCE pattern gives priority to knowledge and understanding. The application of knowledge they acquire through the subject study in the class room has been completely ignored. It leads to non refinement of the skills that the ward supposed to posses through the study. A Case study, during the collection of the questionnaire, related to the grade study of the student reveal that the student evaluated to the grade of A+ at the end of the year while the same student is given grade B+ at the +2 level because of his poor performance in application of his knowledge on the subject. The remaining 60% marks as external examination conducted through pen and paper method concentrate on the writing skill. Unfortunately the question papers are continuously set every year based on the knowledge and understanding which dilute the skill of the student. If the choice is given more on application and analysis the situation would have been different. The priority given to application and analysis part will exhibit the growth line of the skill in the student. It enhances the educational career.

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CONTINUOUS COMPREHENSIVE EVALUATION (CCE) METHOD: A STUDY ON ITS APPLICATION

Volume - 5 | Issue - 1 | july - 2017

THE FINDINGS 1. Most of the students are always busy in preparing and solving the exercises than acquiring knowledge through study. 2. They are less time and more work which results in the heavy pressure. 3. No separate schedule is given in class room preparation of the homework. 4. Though he is interested in CCE, the time constrains on written preparations where intelligent student can also loose marks. 5. After school hours also the teachers’ need to keep busy in evaluation works. 6. They don’t get sufficient time because of large number of copies to be checked in a limited time. 7. Continuous tests and copy checking made the teachers heavily loaded with work and less time for encouraging the students on application and analysis. CONCLUSION For the effective work on CCE, fewer burdens are supposed to be given both to the teacher and the students where it is not possible in a large class. Its utility depends on the techniques and skills of the well trained teachers. The teachers are to be given proper training in the application and analysis part related preparation of the students. There was a dilemma prevailed over the students and the teacher for the works related to internal assessment. There is no common criteria for the schools in evaluation pattern which lead to the variation in the evaluation from school to school. There is a special focus on Periodical Examination Mode if any researcher wanted to go for further research. REFERENCES • Jadal, M.M (2011). Effect of Continuous and Comprehensive Evaluation on students’ attainments at the primary level. International Referred Journal, 3(32). • Dev, P. & Kumar, R. (2013). A Philosophical Study: Continuous and Comprehensive Evaluation (CEE), International Journal of Reviews, Surveys and Research (IJRSR), IV(7). • Thomas, M. (2012). A study on implementation of Continuous and Comprehensive Evaluation in the upper Primary Schools of Kerala. MIER Journal of Educational Statistics, 2(2).

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