Wednesday, August 23, 2017


The scheme of continuous and comprehensive evaluation has inbuilt flexibility for schools to plan their own academic schedules as per specified guidelines on CCE

Role of Teachers Examination systems today are complex. They meet the requirements of many stakeholders and multiplicity of functions. The purpose of an examination may variously be one of certification or of selection, of institutional accountability or to provide an instrument of social change.
More often it is indeed an amalgam of many functions. Those who engage in educational reform must take account of the full range of stakeholder requirements and ensure that a degree of coherence in those requirements has been achieved.
Reforms which encourage school-based assessment, create new pressures of accountability and place greater reliance on the professional judgement of teachers. Pedagogies which work in one educational context -perhaps with more generous resourcing levels and optimum class sizes are not necessarily transposable into other contexts. A rich dialogue between policy makers and teachers is required to ensure effective implementation. Opportunities for professional development, for in-service training and for guidance via the production of exemplar materials and handbooks become vital. Educational reforms which call for new pedagogies - the incorporation of ICT into the curriculum, say, and the encouragement of e-learning are possible only by largescale commitment to training for teachers.
 Modes of assessment emphasizes investigative approaches to learning and the application of skills, knowledge and understanding. The approach recognizes that `recall' becomes a relatively less useful skill for individuals in today's world of rapid change - instead understanding, applying, analyzing, evaluating and creating - the higher order skills of a reworked Bloom's taxonomy become more relevant.
Of all those involved in children's education. it is the teachers who feel the most responsible. This is expressed in their desire to help all children acquire knowledge, skills, positive attitudes and values and face life with confidence. In order to find out how children are doing in schools, teachers spend a lot of time in assessing children. Most teachers view assessment as an important part in their daily school routine and thus this is a very important part of what they do on a daily basis. Why is this so?
Teachers give a number of reasons for this. One important reason is that it is necessary to know if the child has learnt what she/he was expected to have learnt. The second is to find out what is the child's progress over a certain period of time. However, there is a third reason that has been given more attention by not only teachers but all of us as well i.e. finding out what the child has achieved in different subject areas. This could be because we are all Chapter 6 Continuous and Comprehensive Evaluation 95 CC concerned about providing 'good quality' education and feel that one way of making sure this is happening is by evaluating the child's achievement in the subjects being taught through tests and exams. Testing has its own purpose but if we really want to help children learn better, we need to consider what do marks or grades obtained by children through tests or exams actually tell us about a child's learning or progress.
While assessing children it is important to appreciate differences amongst them and respect the fact that they will understand and respond in different ways while learning.

 Children are not 'empty vessels' or 'blank slates', to be filled up with information and knowledge that only the school can give, as is generally believed. It is important to build on experiences that a child brings to school. New learning is thus to be developed needs to be based on what the child already knows and understands.



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