Continuous and Comprehensive Evaluation Essay

AbstractCBSE has introduced consecutive and spatiotemporal Evaluation (CCE) in standard IX and X from 2009. CCE refers to remains of schoolhouse based military rating of a educatee that c everywheres solely aspects of a student development. It emphasizes continuity in evaluation and assessment of capacious based nurture and behavioural outcomes on the other. Effectiveness of CCE depends on teachers supreme perspectives towards it. Hence, this paper studies the bearing of tender science teachers towards CCE at vicarious coil level in relation to their gender, argona and training experience. The content was descriptive in genius. An Attitude Scale towards CCE developed by tec, having forty items was administered to the respondents to determine the subjects position towards CCE. All the kindly science teachers, teaching at secondary level in West District of Sikkim constituted the creation of the study. Fifty mixer science teacher comprising male and female, coars e and urban and less than and to a higher place 8 years of experience were selected as a sample of the study.Two to four favorable science teachers were selected at random from the sampled institutions. Mean, Standard Deviation, t-test, Quartile Deviation were applied to measure and compargon the stead of loving science teachers towards CCE. The epitome of the data revealed that the majority of the kindly science teachers possess positive place towards CCE. It was found that in that respect was no significant dissimilarity in attitude towards CCE amid the female and male social science teachers. teacher working in homespun secondary schools were found said(prenominal) attitude towards CCE as compared to the teachers working in urban schools. It uncovered the fact that the teachers having less than eight years of experience are equally pull and possess positive attitude towards CCE as compared to the teachers having to a greater accomplishment thaneight years of experi ence. The in- depth qualitative study should be conducted to investigate varying affecting attitude of social science teachers at secondary level. primal words Attitude, social science teachers, constant and extensive evaluation, secondary level.INTRODUCTIONThe main drive of culture is to bring holistic development in the student. Through knowledge all individuals can achieve immenseness and become responsible and productive citizens. Since time immemorial lots of efforts pee been given to impart tone educational activity to the younger generation considering them as nation assets that outcomes were always remain questionable. body gave more impetus for transmitting the culture but less importance on downstairsstanding the need of learner. System emphasizes more on cognitive development of the learner, but for any student to fulfil his her potential, timely and befitting assessment is even more imperative as entirely after this is done can ripe guidance be given on how to move forward, improve, develop different facets of personality, polish rough edges, trough the finished product emerges like crystals. Comprehensive, proper and timely assessment is lacking in todays system which values and indeed glorifies attainment by rote.Keeping in view of need of attribute education, recently new-made initiative has been done in the field of evaluation, focussing to decrease the accumulated melodic phrase of board exams on the students and to introduce a more uniform and encyclopedic pattern in education for the children all over the nation. Concept of Continuous and Comprehensive Evaluation is a process of determining the extent to which the objectives are achieved. It is non only concerned with the appraisal of achievement, but alike with its improvement. As testing, evaluation is to a fault concerned with identification of learning experiences and educative environment to produce changes in the learners behaviour. It involves information ga thering, information processing, judgment forming, and decision-making.Effective implementation of Continuous and Comprehensive Evaluation is depending on teachers attitudes as they are the key person in the transmission and implementation of the system. Teacher is instrumental for better assessment of the students. He is required to have a higher degree of delight to accept the innovation in education beca put on of changing circumstances. A good teacher is expected to be committed to his work and have the cleverness to divvy up the initiative (Sparks, 1979). The teachers did non know anything about the preparation of the blue print they were too ignorant about the objectives of unit wise teaching (Tewari 1975) shows their unfavourable attitude towards teaching and evaluation.As Continuous and Comprehensive Evaluation is the new initiatives in education substantial majority of the teachers seemed to think that it promoted creativity, analytical office, regularity and argume nt over the subjects by students, teachers responded positively to the continuous evaluation system (.Rao and Bharathi, 1989). Continuous and Comprehensive Evaluation modify teacher and students to make judgments about the work undertaken to identify their knowledge, attitudes and skills, and to understand the changes that have occurred in these and to increase their ability to assess their learning and performance. CCE not only helps in awarding grades and certificates but also helps teachers to diagnosis learning difficulty of the learner.Continuous evaluation would help the subject teachers to diagnose the deficiencies in their students so that they could adopt distract corrective measures at the usurp time (Rao, 1982). CCE helps to teacher to ascertain the learning difficulties among the learner but it depends on their ability and attitude to use different types of tools and techniques. (Thangamani, 1989) found the teachers working in Madurai city higher secondary schools pos itive attitude towards oral examination as a diagnostic device.Continuity of assessment from the inaugural day of school is the prime motive of CCE rather than sole depend on summative evaluation. formal evaluation system was emphasized on summative evaluation only. Traditional evaluation system facilitates more rote learning, classify of schoolchilds based on division and marks rather than creativity, social and emotional development. Whereas, CCE (Pareek, P.L. 1986) project does not like examination seek to classifythe pupils into classes or divisions but aims essentially at their comprehensive improvement or development. Assessment is done from time to time with the aim of discovering the extent of their progress, their strengths and weaknesses and then to take on that basis necessary steps to bring about the desired growth.This plan promotes healthy student teacher parent relationship by giving them continuous and necessary feedback at frequent intervals to both(prenomin al) teachers and parents. Peoples attitudes towards new approach have an effect on implementation. It is also valid for new approach of evaluation system i.e., Continuous and Comprehensive Evaluation. The musical note of education is directly related to quality of evaluation. Teacher is expected to not only to master the subject and various methods of teaching but also to show that he is fitting of selecting the various study materials according to the teaching goals and varied group of pupils. He also possesses the potentials to create a learning environment for the students (Vermont and Verschaffel, 2000. The success of a curriculum depends on its trans actional strategies and the skills of teachers in reading to students (Pandey, 2000).They have to plan how to arrange remedial teaching for low and slow achievers to bring them on an equal footing with their peers. The teachers are required to use the educational technology to the maximum and continuous and comprehensive evaluati on frequently. CCE implies not only a change in evaluation practices in the classroom but also a paradigm shift in the autonomy and responsibility of teachers. Teachers are supposed to modify him/ her with the latest knowledge to cope up with the need of the time. Teachers lack of sense of responsibility and unfavourable attitude cannot bring any changes in evaluation system which was found (Rao Manjula, 1998 2001 2002) that Evaluation practices carried out in schools are still conventional in their nature and purposes. The personal and social qualities are totally ignored ascribable to lack of awareness of what to be evaluated and how to evaluate. Assessment of wrong things or the same range of things too oftentimes is carried out. One doesnt get a fair and realistic picture of what students have actually mastered. (Smita, 2002)CCE demands that the teacher should change her strategies on the basis of the outcomes continuously and tailor them to the needs of individual children. The principal and the teachers should develop an action plan indicating the scheme of evaluation, identifying the task and role ofdifferent activities and their time schedule, mode of implementation and feedback mechanism along with remediation strategies (Rajput and Kumar, 2003). Unfavourable attitude of teachers towards Continuous and Comprehensive Evaluation can make the effect of scheme more badly than the conventional evaluation system. (Rao and Rao, 2008) the teachers were found to be recording mechanically by entirely putting tick against each student to satisfy the supervising and inspecting authorities. Without the dedication and positive attitude towards the CCE the aim of the scheme can not be accomplished.NEED OF THE STUDYContinuous and comprehensive evaluation necessitates the use of multiple evaluation techniques and tools in addition to certain conventional ones. This is required because different specific areas of pupil growth need different types of evaluation thro ugh certain techniques. The teacher has to select the most appropriate technique for a situation and develop the necessary tools for the same, and decide upon the periodicity and timing of evaluation. As a social science teacher, he/she should have Knowledge and ability to construct assessment tools that are touchstone based appropriate for assessing the competencies. Social science teacher at secondary level are dealings with the adolescence learner so they are expected to require knowledge, skills of evaluation, commitment, and assistance to fork up remedial teaching.Teacher should have favourable attitude to use new innovation in evaluation system. This study therefore seeks to provide some insight into the attitude of social science teachers from some randomly selected secondary and senior secondary schools in West District of Sikkim towards Continuous and Comprehensive Evaluation. The study was delimited to West District and only Government schools of Sikkim.ObjectivesThe ob jectives of the study were1. To study the attitude of Secondary Social Science Teachers towards the CCE, 2. To study the unlikeness among male and female Secondary Social Science teachers attitude towards CCE, 3. To study the difference between rural and urban Secondary Social Science teachers attitude towards CCE and 4. To study the difference in teachers attitude towards CCE between the teachers having more than and less than 8 years of teaching experience.Research Questions /HypothesisThe research question and hypotheses were1. Whether there is any attitudinal variation among the secondary social science school teachers towards CCE? 2. on that point exists no significant difference in attitudinal score between male and female teachers towards CCE. 3. There exists no significant difference in attitudinal between urban and rural social science teachers towards CCE 4. There exists no significant difference in attitudinal score between social science teachers having less than and preceding(prenominal) eight years of experience towards CCE. mannerThe present study was undertaken using the survey method.SAMPLEThe investigator selected about 50 secondary social science teachers from the secondary and senior secondary schools of west district, Sikkim on random selection basis as the target group of the study. The distribution of the sample selected for the study were twenty vii female and twenty ternion male social science teachers of which only twelve were from urban schools and thirty eight were from rural school again from the same sample twenty three teachers were having less than eight years and twenty seven were having above eight years of teaching experience.TOOLSIn the study of attitude, the investigator constructed the attitude scale for assessing the attitudes of social science teachers towards CCE at secondary level. There were forty statements in the scale having thirty three positive and seven negative statements. It was constructed in five point scale ranging from Strongly Agree, Agree, Undecided, Disagree and Strongly Disagree. uttermost weightage to each statement was five. So, the maximum score of the scale was 200 and minimum was 40.DATA COLLECTION investigator personally contacted all the respondents and administered attitude scale to collect the data. Clear instructions were prepared for the respondents. They were betokened to go through the general instructions first and then to respond. The respondents were asked to decide about their agreement with the statements and mark the pertinent response honestly on the given space. Attitude scale and personal information sheet were distributed to subjects with the request to complete and return it as soon as possible. The measurement of attitudes of these groups and the comparisons therefore were undertaken to find out the differences in the attitude of different groups. The comparison were aimed at locating the differences in the attitude towards CCE affected by the va riable a) gender, b) the area of residence rural and urban , and c) teaching experience- less than and more than eight years of teaching experience.STATISTICAL TECHNIQUES AND PROCEDURE OF ANALYSISThe investigator used Quartile Deviation to find out the total attitude score of the subjects and t test to make comparisons between the variable like male female, urban rural and below eight years above eight years of teaching experience.Research Question-1Whether there is any attitudinal variation among the secondary social science school teachers towards CCE?For the analysis of Research Question 1 Investigator categorized the score with quartile deviation. Categorizations are as follows Score up to 145 = Marginal attitude, 145-159 = dull attitude and above 159 = highly favourable attitude. Result found that 24% fall under marginal attitude, 52% moderate attitude and 24% highly favourable attitude.Hypothesis-2There exists no significant difference in attitudinal score between male and fe male teachers towards CCE. To establish if teachers gender has regularizeon their attitude towards CCE at secondary level the t-test statistics was utilized to test the hypothesis as shown Table II below.Table 1 show that the calculated tvalue 0.62 is less than the tiny value 2.01 at 0.05 level of significance. This indicates that the difference in the attitudes of Male and Female Teachers towards CCE is not significant hence Ho is accepted. It revealed that male and female social science teachers are having equally positive attitude towards continuous and comprehensive evaluation. There is no influence of sex on the attitude of social science teachers towards CCE.Hpothesis-3There exists no significant difference in attitudinal score between urban and rural social science teachers towards CCE.Table 2 shows that the calculated tvalue 0.77 is less than the critical value 2.01 at 0.05 alpha level of significance. This indicates that the difference in the attitudes of urban and Rural Teachers towards CCE is not significant hence Ho is accepted. It revealed that social science teachers from urban schools are having same attitudes towards CCE as rural school social science teachers possess. Further, it can be said that on the basis of location of school attitudes of teachers can not be influence and make differences towards continuous and comprehensive evaluation.Hypothesis-4There exists no significant difference in attitudinal score between social science teachers having less than and above eight years of experience towards CCE.Table 3 Shows that the calculated tvalue 0.63 is less than the critical value 2.01 at 0.05 alpha level of significance. This indicates that the difference in the attitudes of social science teachers having less than and above eight years of teaching experience towards CCE is not significant hence Ho is accepted. It revealed that experience is not the factor to make attitudinal difference towards continuous and comprehensive evaluation but teachers enthusiasm, interest may make the difference. Further, it can be said that experienced teachers and fresh teachers are equally capable to make CCE successful and should be given equal responsibility to carry out the task.DISCUSSION AND CONCLUSIONSThe event of the study revealed that the proportion of Social Science teachers who had scored above 159 out of 200 points was 24%, 145-159 was 52 % and 120-144 was 24%. . This indicates that 24% social science teachers attitude were highly favourable attitude, 52% teachers moderate positive and 24 % teachers marginal positive. Teachers attitudes have important implication for powerful implementation of CCE in the school. In the area of CCE plenty of researches are not available in general and attitude of secondary social science teachers towards in CCE in particular. Few research like Rao and Bharati (1989) found positive attitude of teachers towards continuous evaluation system. It was observed that majority of teachers seemed t o think that it promoted creativity, analytical ability, regularityand command over the subjects by students. Similarly, in the study of Thangamani (1989) teachers showed positive attitude towards oral examination as a diagnostic device, this also comes under the purview of present CCE but it was not launched at that time.The effectiveness of CCE implementation depends on teachers positive attitude and awareness towards it. Rajput and Kumar (2003) also opined the need of orientation for teachers in the conceptual and practical aspects of scheme to give them defecate understanding as to how to go about the CCE. Present study reveals that, teachers possess positive attitudes towards CCE. It was found by Rao and Rao (2008) that primary school teachers were not doing continuous assessment systematically, not identifying the learning difficulties and remedial instruction was not provided. It also revealed that teachers were recording against the each students performance and activities just to satisfy the supervising and inspecting authority. such(prenominal) findings about the teachers were probably receivable to lack of awareness about CCE among the teachers as it was not implemented in all areas. Rao Manjula (2002) also found evaluation practices carried out in schools were still conventional in their nature and purposes in those schools were teachers are not trained in in-service programmes.In concluding, it would seem that positive attitude of social teachers towards Continuous and Comprehensive Evaluation was probably due to proper in-service training. In some of the studies it was found that attitude was not positive due to lack of training, awareness and significance about CCE. Present study also found social science teachers attitude not influenced by gender, area and teaching experience, which probably due to large scale awareness programme in Continuous and Comprehensive Evaluation and in-service training to all the teachers without any criteria of gen der, experience and area of school. Further, in-depth qualitative study on teachers attitude towards CCE and its effect on effective implementation are essential to unveil the truth.References1. Agrawal, M. (2000) Towards Quality school through Continuous and Comprehensive Evaluation. daybook of Indian Education xxvi, 2, 1-12 August. 2. Bhattacharjee, A. & Sharma, N. (2010). Status of co-scholastic activities in the school programme of the elementary schools. Journal of all India affiliation for educational research 22, 1, 61-65, June.3. Government of India (1986) National Policy on Education, MHRD, Department of Education, recent Delhi.4. Green, L. W. & Kreuter, M. M. (1991). 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