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CCE has improved scores, not teaching

Continuous and Comprehensive Evaluation, Outcomes


The Times of India

NEW DELHI: School standards in the country remain fairly low with CBSE’s subject evaluators rating 49.8% as average and 9.11% in need of improvement . The analysis of schoollevel assessment doesn’t paint a rosy picture either. Nearly 35% of schools don’t do their summative assessment evaluation strictly as per the board’s marking schemes while 38.1% don’t use sufficient tasks and tools in co-scholastic assessment.

CBSE’s first report on Continuous and Comprehensive Evaluation (CCE) since its introduction in 2009 shows that the performance of schools has been a mixed bag. There has been a marked improvement in student scores and the overall pass percentage since 2010 has improved by 9.48 percentage points to reach a record 98.76% in 2013.

But on the flip side, CBSE officials have found the general classroom teaching methodology wanting. Tasks given to students in 54.6% of the schools are of average quality and the difficulty level is also average or below average in 86% of schools. Nearly 8% of the schools did not adhere to the marking schemes and had inflated marks or grades in the summative assessments.

Parents and teachers, though, seem happy with CCE. TOI was the first to report in November 2013 that students who skipped the class X Boards in 2011 (the year Boards were made optional) fared better in their class XII exams than those who wrote the external exam that year. The new analysis is based on evidence collected from 5,552 schools.

Studies commissioned by CBSE; Management Development Institute, Gurgaon; National University of Educational Planning and Administration , and National Council for Educational Research and Training have shown that 60% of the parents and 90% of the teachers are happy with the new scheme of assessment and the related reforms.

CCE has been around in CBSE schools since 2000 but it was extended to the secondary level in 2009. At present, it is being followed across 14,647 schools, including government and private unaided schools. The scheme covers more than 22 lakh students in classes IX and X. The Board has also trained more than 3,000 mentors since 2010 in India and abroad to train teachers. While the results have improved significantly , CBSE was forced to introduce many changes in the scheme, such as mandatory appearance in both the summative assessments (SA) and also a minimum requirement of 25% cumulative scores to qualify the examination. Earlier, students were promoted to a higher class on scoring 33% in the complete assessment , which includes four formative assessments and two SAs. There used to be no minimum pass marks for the SA, which is the written examination conducted at the end of the two semesters.

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CCE is aimed at changing teaching: CBSE chairman Vineet Joshi

Continuous and Comprehensive Evaluation, Private schools, Reservation of seats

Times of India



Be it  Continuous and Comprehensive Evaluation (CCE), or the newly introduced Open Text Based Assessment, the Central government’s aim is to improve the education system, says  CBSE chairman Vineet Joshi. During his visit to the city, he spoke with Isha Jain on the reforms taken by CBSE, and the challenges with CCE.

Despite being mandatory, many CBSE schools are not adhering to 25% quota for weaker section?

Yes, many schools, especially the elite ones, are not following this. We are now planning to go for a mechanism to check who is following it and who isn’t. Since authority to take action is out of our control, we will seek the feedback of schools not following it and then encourage them to do that.

It’s said CBSE is experimenting too much with the students. Your take.

It’s a perception. Since we launched CCE in 2009, the basic scheme hasn’t changed much. Only weightage of summative assessments have been changed. Over years, we have clarified a lot on CCE.

Any plans to introduce CCE in class 12?

The scheme is finalized but we first want to consolidate it at class 10 level.

Students with CCE in class 10 say they will feel the pressure when they appear for class 12 board exams. Is it right?

The message of CCE has completely gone wrong with the people. CCE is aimed at changing teaching methodology to match it with the changing times. Till class 10, it is generalised studies, at plus 2 level, it is specialisation. So, slight pressure is there but class 12 students are mature. The problem is with the teachers who are still continuing with the traditional way of teaching. We carried a random survey to assess the impact of CCE on class 11 students. We found them doing exceedingly well. CCE helps in generating self-study habits in students while teachers play the role of facilitators.


Should Teachers Be Trained Like Doctors and Lawyers?

Continuous and Comprehensive Evaluation, Curriculum Development


Mon, May 20, 2013

It’s no secret that America’s education system needs colossal reform.

Politicians from both sides of the aisle always campaign on the issue, and policy makers push new standards every few years. But what might just be needed is a radical approach to teaching instead of more standards and tests.

That’s what Jal Mehta examines in his new book The Allure of Order: High Hopes, Dashed Expectations, and the Troubled Quest to Remake American Schooling. While he reflects on the history of school reform movements such as the controversial No Child Left Behind, he also offers innovative solutions to revitalizing public education.

“Each time we get interested in those vehicles to try and improve schooling, we invest high hopes in them and each time they fall short,” Mehta, an assistant professor at the Harvard Graduate School of Education, tells TakePart.

Some of those ideas include more standardized testing and revision of standards such as the incoming Common Core State Standards. But Mehta says that there is another way to look at education in this country and it begins with teachers. In fact, he says in all seriousness, that K-12 teachers need training similar to what physicians receive.

“We let doctors operate, pilots fly and engineers build because their fields have developed effective ways of certifying that they can do these things,” he recently wrote in a New York Times op-ed. “Teaching, on the whole, lacks this specialized knowledge base; teachers teach based mostly on what they have picked up from experience and from their colleagues.”

Comparatively, Mehta says teaching is a failed profession compared to that of lawyers and doctors. Yet, we expect just as much out of this country’s education system as we do our medical and legal systems.

Mehta says that in many instances in this country, teaching is a by-the-seat-of-the-pants profession in which young, inexperienced teachers are thrown into the classroom with very little, if any, mentoring. He would like to see more extensive training to teachers and even go so for as to tenure K-12 teachers once they have proven themselves. “Master teachers” with years of experience would be used to train new teachers.

He argues that teaching is skilled work, and, in that regard, teachers need more extensive training.

“You need teachers that know quite a bit about their subject matter,” he says. “For instance, in math, if you’re going to try and get kids to get the underlying concepts, you need to understand those concepts.”

But he says that there is a real problem because teachers lack much prep time for class. He cites countries like Japan and Korea where teachers teach less and have more time to plan. Teachers in the United States teach on average 1100 hours per year compared to 600-700 hours in other countries.

One way to solve this time crunch is team teaching. Mehta says more schools, which are attempting deeper interdisciplinary work, have found great success in teaming teachers from opposite subjects such as math and digital arts.

Mehta also calls for an educational equivalent of the National Institutes of Health. Otherwise he says the system will continue to fail. Commercial curriculum designers will create what districts and states want. Instead, a more uniformed system is needed. Sure, the Common Core Standards might work with key goals. But if teachers aren’t skilled, the standards may go down in the history books as another failed idea.

As for standardized testing, Mehta says that many people want it to serve as a “magical bullet” to solve every education crisis, but that it is far more complicated than that.

“The idea that you could buy and impose these tests to transform the system as a whole is magical thinking, a magical shortcut,” he said. “Rather, if you did all of these other things – strong teachers with training and gave them time to think, prepare and even deal with high-poverty students – the test scores would represent real learning.”


127 primary students failed by two schools

Continuous and Comprehensive Evaluation, Right to Education

AHMEDABAD: The District Education Office (DEO) office has received complaints from parents that 127 students of primary sections were failed by two schools in Bapunagar despite the Right to Education (RTE) Act directing that no child can be failed in class 1-8.

Silver Bell School and Shivalik Primary School in Bapunagar are reported to have failed 127 students of the primary section. These students were given the pass marks and issued school leaving certificates only after the parents agreed to shift to other schools.

Following up on the complaints, the DEO has written to the primary education department seeking to issue show cause notices on why the recognition of these schools should not be cancelled following the blatant violation of the RTE Act.

Parents complained to the authorities about this illegal action as the RTE Act stipulates that no child in the primary section can be failed. These students have to be passed and allowed to move onto the higher classes.
Acting upon the complaints, the DEO officials found that many leaving certificates issued by the schools authorities did not carry the stamp and signature of the school. This was to avoid action.

“This practice is illegal and we have decided to follow up on these schools with strict action. The RTE Act has been implemented in the state since the past two years but most of the school authorities take refuge in ignorance. When pulled up for failing primary students, school authorities say that they are not aware of the rules. It has been two years since RTE Act was implemented in the state and it is high time the authorities are aware of the rules and regulations”, said city DEO RI Patel.

The Times of India, 29 July 2012


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