CONTINUOUS
AND COMPREHENSIVE EVALUATION,
CCE (concept, need and relevance)
Continuous
and Comprehensive Evaluation (CCE) system was introduced by the Central Board
of Secondary Education (CBSE) in India for students of sixth to tenth grades.
In this scheme the term `continuous’ means regularity of assessment, frequency
of unit testing, diagnosis of learning gaps, use of corrective measures,
retesting and for their self evaluation.
The
second term `comprehensive’ means that the scheme attempts to cover both the
scholastic and the co scholastic aspects of students’ growth and development.
The
main aim is to evaluate every aspect of the child during their presence at the
school.
1. It
assesses all aspects of a student’s development on a continuous basis throughout
the year.
2. The
assessment covers both scholastic subjects as well as co-scholastic areas such
as performance in sports, art, music, dance, drama, and other cultural
activities and social qualities.
3. It
is a developmental process of assessment which emphasizes on two fold
objectives. These objectives are continuity in evaluation and assessment
of broad based learning and behaviourial outcomes on the other.
4. This
is non-threatening for all children including those with special needs as it
discourages irrational comparison and labeling with no fear of examination.
5. It
brings a change to the usual chalk and talk method.
6. It
finds out the learning difficulties and can give remedial measures.
7. It
brings flexibility to plan academic schedules.
8. It
reduces workload on students and improves overall skill and ability of the
student by means of evaluation of other activities.
9. In
this the marks of the students are replaced by grades. Grades are awarded to
students based on work experience, skills, dexterity, innovation, steadiness,
team work public speaking, behaviour etc to evaluate and present an overall
measure of the students ability. This helps the students who are not good in
academics to show their talent in other fields such as arts, humanities,
sports, music athletics etc.
10. It is done
in projects, assignments, practical, seminar records and collections which are
graded based on specific grading indicators.
11. Co
scholastic abilities are also considered in terms of work experience, art
education health and physical education.
12. It
makes children and parents as active participants in learning and development
of children.
13. Opportunities
of self-assessments and peer assessments enable children take charge of their
learning and gradually progress towards self-learning.
14. Sharing
of their learning progress with timely feedback during teaching learning and
constructive suggestions during quarterly Parent-Teacher Meetings (PTMs) makes
them aware of the extent of accomplishment and be prepared for the further
efforts required to be undertaken.
15. Rational
division of the syllabus to be covered in each quarter may be planned in
advance for the yearly academic calendars.
16. Teachers’
suggestions and participation towards development of such plans needs to be
ensured. If possible, such a planning may be done at the school level.
17. Resources
and activities may only be suggestive and teachers need to be given freedom to
chose or devise new learning aids or strategies.
18. Assessment
questions, exercises, assignments need to be process based and allow children
to think critically and explore.
19. They
should not assess rote memory of children.
20. The
written tests if evaluated using marks or grades need to be supported with
qualitative descriptions as marks or grades can help you to decide the learning
level but remarks highlight the gaps and the suggestions for improvement.
21. The
levels assigned for different learning outcomes under different curricular
areas provide useful information to the teachers on how many children are
lagging behind on the specific learning outcome(s).
Hence, the data from the quarterly progress reports further
provide insights to not just students but also the teachers on how to review
their teaching learning to take steps (assessment for learning) for the next
quarter.
Evaluation of Scholastic Areas
Scholastic subjects are assessed using two modes
Formative Assessment (FA) and Summative Assessment (SA).
Formative Assessment usually comprises of Class Tests,
Homework, Quizzes, Projects, and Assignments directed throughout the year.
Summative Assessment measures how much a student has learnt from the class
through an examination/test conducted at the end of a term.
For institutions following the CCE grading system, typically
an academic year is divided into two terms. Each term will have two FAs and one
SAs. The weightage allotted to each term and assessment is as follows.
Term 1
|
Term 2
|
|||||
FA1
|
FA2
|
SA1
|
FA3
|
FA4
|
SA2
|
|
Weightage
|
10%
|
10%
|
30%
|
10%
|
10%
|
30%
|
Term Weightage
|
FA1+FA2+SA1=50%
|
FA3+FA4+SA2=50%
|
||||
Total:
Formative Assessments (FA) = FA1+FA2+ FA3+FA4 = 40%
Summative Assessments (SA) = SA1+SA2 = 60%
Scholastic Assessment grades are generally given on a 9 point
grading scale.
Evaluation of Co-Scholastic
Areas
Co-Scholastic areas are assessed using multiple techniques on
the basis of specific criteria. Assessments of co-scholastic areas are done at
the end of the year, and grades are generally given on a 5 point grading scale.
Types of Grading Systems
There are 7 Types of grading systems available. They are :
1. Percentage
Grading – From 0 to 100 Percent
2. Letter
grading and variations – From A Grade to F Grade
3. Norm-referenced
grading – Comparing students to each other usually letter grades
4. Mastery
grading – Grading students as “masters” or “passers” when their attainment
reaches a pre specified level
5. Pass/Fail
– Using the Common Scale as Pass/Fail
6. Standards
(or Absolute-Standards) grading – Comparing student performance to a pre
established standard (level) of performance
7. Narrative
grading -Writing Comments about students
1.Grading
System in India
Percentage
|
Grade Point
|
Grade
|
Classification/ Division
|
60–100
|
3.5–4.0
|
A or (O)
|
First class/ Distinction / Outstanding
|
55–59
|
3.15–3.49
|
B+
|
Second Class
|
50–54
|
2.5–3.14
|
B
|
Second Class
|
43–49
|
2.15–2.49
|
C+
|
Third Division
|
35*–42
|
1.5–2.14
|
C
|
Fail/Third Division
|
0–34
|
0–1.49
|
F
|
Fail
|
Grading
Grading in
education is the process of applying standardized measurements of varying
levels of achievement in a course. Grading system gives verbal description and
symbols to the achievement rather than scoring numerically traditional marking
scheme.
Grades can be assigned
as letters (for example A through F), as a range (for example 1 to 6), as a
percentage of a total number of questions answered correctly, or as a number
out of a possible total (for example out of 20 or 100). Grading system is a method used by
teachers to assess students’ educational performance. In early times, simple
marking procedure was used by educators. But now, a proper grading system is
followed by every educational institute. The grades such as A, A-, A+, B, B-,
B+, C, D E and so on are used to evaluate the performance of a student in a
test, presentation or final examination. Each grade contains a range of
percentage or marks
Advantages of Grading System in Education:
1. Takes
the pressure off from the students at certain levels:
In a general grading system as considered above, a student’s
real scores and its associated marks are not accounted on the official
transcript, which denotes that their GPA will not have an effect on either a
pass or a fail mark category. This spares the students from getting preoccupied
and become fussy about getting an elevated letter grade. It still provides the necessary educational
prerequisites for them to land themselves comfortably on a good job and also mold
themselves to become more responsible citizens in the future.
2.
Grading Pattern description:
Students are bundled and grouped according to the different
types of grading scales they get which are entirely based on the marks that
they get in each subject that is taught in school.
In case of India the general pattern is as follows
A1:
91 to 100
A2 :
81 to 90
B1:
71 to 80
B2:
61 to 70
C1 :
51 to 60
C2 :
41 to 50
D for
33 to 40 and lesser for E’s.
Another advantage of this method is that it has introduced
the notion of measuring the students’ knowledge based on their internal
assignments, projects, and their answering ability in class and their overall
performance in all the major examinations. It is not just a solitary
examination forced method. Earlier the marks that were obtained in the exams
are the only indicator of whether a child is studying or not. But, this system
analyzes whether a child understands the concept or not.
3. Gives
the students an obvious idea about their weaknesses and strengths:
Knowing precisely which subject(s) are their weak spots,
students can easily decide where to toggle their focal point on. In a grading
system where the alphabets are the scales, a grade of C or grade of D is known
to speak a lot.
So, when the total grades arrive these students can easily
get to know their forte.
4. Make
class work easier:
The student does not need to toil them to achieve the
necessary minimum.
5. Leads
to better ideas:
Classes or the courses that are often taught in a classroom
medium within the confined premises of a school are highly difficult and are
taken in the ultimate sense as getting a pass or a fail on a subject and
this builds a sense of responsibility in their minds to work
and train hard in their weak spots.
Disadvantages of Grading System in
Education:
Also, the following points can be considered as worthy of our
importance while considering the disadvantages of grading system in education.
They are,
1. It
doesn’t instill a sense of competition:
When all that required is a mere pass mark, we would neither
have the urge to outperform others nor do we want to excel with the overall
grades.
The A grade speaks a lot about our calibre than a D or an F.
With a D or an F, we can be only satisfied that we are okay enough in studies,
which will make us go lazy.
2. Not
an accurate representation of the performance and the knowledge gained:
As we have said already, passing in an examination cannot be
considered as plausible enough to declare that the same student has gained an
immense amount of knowledge by these exams.
An alphabet cannot explain the inner knowledge gained by a
student and there is no easy way of gauging a student’s level of performance
and knowledge in the examinations.
3. It is
not an exact scoring system:
the inner knowledge we have gained via these grades can be
nil, as we may have attempted for learning without understanding the concept,
with the sole perspective of getting an A or a C.
4. Demotivation: Grading system demotivates the students who perform
higher because they stand equal to those making less efforts. For instance,
grade A will be assigned to all those scoring from 90 to 100. So students who
made no mistakes and those who made a few, all will stand equally at one grade.
5. Increased Lethargy: As grading system has divided the marks among
different tasks such as assignments, presentations and final exams, the
students become lethargic due to it. They score enough in assignments and
projects and become lesser active in final exams.
What is GPA
and CGPA?
Grade Point Average
The GPA is calculated by taking the number of grade points a
student earned in a given period of time in school and in undergraduate,
graduate and postgraduate courses in most universities. GPA is an
abbreviation for Grade Point Average. It is a standard method of calculating a
student’s average grade over a stipulated period, like one term/semester. GPA
is calculated by dividing the average of grade points a student achieves, by
the total credit hours attended by the student.
GPA, or Grade Point Average, is a number that indicates how well or how
high you scored in your courses on average. It’s meant to score (usually
on a scale between 1 and 4) studies, and shows whether the grades have been
high or low overall in your classes. This number is then used to assess whether
you meet the standards and expectations set by the degree programme or
university
A cumulative grade point average (CGPA)
is a calculation of the average of all of a student's total earned points
divided by the possible number of points. This grading system calculates for
all of his or her complete education career.
CGPA refers to ‘Cumulative Grade Point Average’. It is used
to denote a student’s overall average performance throughout their academic
program in high school, Bachelor’s, or Master’s program. To start off
with, credit hours are the total amount of time a student spends in classes.
Grade points are the marks you receive for your subjects.
TO CALCULATE CGPA
Divide your total score of grade points for all subjects
throughout your semesters by the total number of credit hours attended
throughout your semesters. GPA and CGPA are indicated by a number as
opposed to percentages, and grades are assigned under the Indian grading
system.
DIRECT GRADING
Performance is assessed in qualitative terms
Evaluator gives grades such as A B C D E F according to the
standards without assigning scores.
Preferred to non cognitive learning outcomes
ADVANTAGES
OF DIRECT GRADING
Simplifies the process of
assessment
Makes a raw assessment on a
raw scale
Uses a uniform scale for the
assessment of quality
Separates assessment of
quality and range
INDIRECT GRADING
Evaluator gives grades through marks. Convert marks to grades
This is of two types
They are absolute and relative
Absolute grading
Relative grading
ABSOLUTE GRADING
Based on predetermined standard which becomes a reference
point for assessing students performance. Direct conversion of marks into
grades irrespective of the distribution of marks
For example, a common absolute grading scale would be
A = 90-100
B = 80-89
C = 70-79
D = 60-69
F = 0-59
B = 80-89
C = 70-79
D = 60-69
F = 0-59
Whatever score the student earns is their grade.
There are no adjustments made to their grade. For example, if everyone
gets a score between 90-100 everyone gets an “A” or if everyone gets below 59
everyone gets an “F.” The absolute nature of absolute grading makes it
inflexible and constraining for unique situations.
RELATIVE GRADING
Range varies in tune with the relative position of the group.
The evaluation is done according to the performance of members. Relative
grading allows for the teacher to interpret the results of an assessment and
determine grades based on student performance.
A = Top 10% of students
B = Next 25% of students
C = Middle 30% of students
D = Next 25% of students
F = Bottom 10% of students
B = Next 25% of students
C = Middle 30% of students
D = Next 25% of students
F = Bottom 10% of students
As such, if the entire class had a score on an exam
between 90-100% using relative grading would still create a distribution that
is balanced.
WEIGHTED AVERAGES
We can calculate the arithmetic mean or elementary average
of the measurements by summing them and dividing by the number of measurements.
However, in certain situations, some measurements count more than others, and
to get a meaningful average, we have to assign weight to the measurements. The
usual way to do this is to multiply each measurement by a factor that indicates
its weight, then sum the new values, and divide by the number of weight units we
assigned.
Mathematically
When calculating an arithmetic average, first sum all the
measurements (m) and divide by the number of measurements (n).
∑(m1...mn)
÷ n
where
the symbol ∑ means "sum all the measurements from 1 to n."
To
calculate a weighted mean, multiply each measurement by a weighting factor (w).
In
most cases, the weighting factors add up to 1 or, if you are using percentages,
to 100 percent. If they don't add up to 1, use this formula:
∑
(m1w1...mnwn) ÷ ∑(w1...wn)
or simply ∑mw ÷ ∑w
Weighted
Averages in the Classroom
Teachers typically use weighted averages to assign
appropriate importance to classwork, homework, quizzes and exams when
calculating final grades.
For example, in a
certain physics class, the following weights may be assigned:
- Lab work: 20 percent
- Homework: 20 percent
- Quizzes: 20 percent
- Final Exam: 40 percent
In this case, all the weights add up to 100 percent, so a
student's score can be calculated as follows:
[(Lab work score) * 0.2 + (homework) * 0.2 + (quizzes) *
0.2 + (final exam) * 0.4]
If a student's grades were 75 percent for lab work, 80
percent for homework, 70 percent for quizzes and 75 percent for the final exam,
her final grade would be:
= (75) * 0.2 + (80) * 0.2 + (70) * 0.2 + (75) * 0.4
= 15 + 16 + 14 + 30 = 75 percent.
WEIGHTED SCORE
A weighted score or weighted grade is merely the average of
a set of grades, where each set carries a different amount of importance.
Suppose your final grade will be determined in this manner:
Percentage of your Grade By Category
- Homework:
10%
- Quizzes:
20%
- Essays:
20%
- Midterm:
25%
- Final:
25%
Eg 1
Category Averages:
- Homework
average: 98%
- Quiz
average: 84%
- Essay
average: 91%
- Midterm:
64%
- Final: ?
To figure out the math and determine what kind of studying
efforts,we need to follow a 3-part process:
Step 1:
Set
up an equation with goal percentage
(80%) in mind:
H%*(H
average) + Q%*(Q average) + E%*(E average) + M%*(M average) + F%*(F average) =
80%
Step 2:
Next,
we multiply the percentage of grade by
the average in each category:
- Homework: 10% of grade * 98% in
category = (.10)(.98) = 0.098
- Quiz average: 20% of grade *
84% in category = (.20)(.84) = 0.168
- Essay average: 20% of grade *
91% in category = (.20)(.91) = 0.182
- Midterm: 25% of grade * 64% in
category = (.25)(.64) = 0.16
- Final: 25% of grade * X in
category = (.25)(x) = ?
Step 3:
Finally
we, add them up and solve for x:
0.098 + 0.168 + 0.182 + 0.16 + .25x = .80
0.608 + .25x = .80
.25x = .80 – 0.608
.25x = .192
x = .192/.25
x = .768
x = 77%
0.098 + 0.168 + 0.182 + 0.16 + .25x = .80
0.608 + .25x = .80
.25x = .80 – 0.608
.25x = .192
x = .192/.25
x = .768
x = 77%
Teacher
uses weighted scores for final exam.
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