CBSE: Evaluation system conducted in schools

Find news on CBSE’s new evaluation system on check in different schools.

Created On: Sep 1, 2014 18:15 IST

An impact evaluation report conducted in different government schools in Haryana stated that the Continuous and Comprehensive Evaluation (CCE) system of CBSE, which necessitates recurrent assessment of students, requires a "thorough review" in design & suitability, and in teaching, training & implementation.

The Continuous and Comprehensive Evaluation , which intends to facilitate perk up a student's performance by recognizing his/her learning complexities at regular intervals & employing appropriate counteractive measures, was pioneered by CBSE in the year 2009 under the RTE (Right to Education) Act.

3ie, an international organisation funded the evaluation. The organisation focuses on engendering high quality substantiation that contributes to effectual policies for the poor. The evaluation was conducted in 500 primary, upper primary and government schools of Haryana. The evaluation intended to enumerate the effect of Continuous and Comprehensive Evaluation & NGO Pratham's LEP (Learning Enhancement Programme) that offers teachers with the "right tools & space" enabling them to teach as per a child's competency level.

Shobhini Mukerji, the executive director of Abdul Latif Jameel Poverty Action Lab (J-PAL), South Asia, stated, "There are various issues that influence the Indian education system i.e. lack of physical, human resources & financial inputs, inappropriate pedagogy and curriculum, lack of teacher accountability, knowledge and health barriers of students & parents”.

To comprehend the efficiency of both the programmes, the Haryana government amalgamated with J-PAL to carry out a meticulous randomized impact evaluation of both LEP and CCE in two districts – Kurukshetra and Mahendragarh.

The primary schools were divided into groups of 4 of 100 each. The first group received only CCE treatment, the second group received only LEP, the third group received both programmes concurrently & the fourth group received neither. Students were tested on the basis of their abilities in basic Math and Hindi (oral and written). The upper primary schools (100) were divided into two lots. In the first lot, CCE was in force and in second lot it wasn't.

The results of the impact assessment will be shared at the 1st international conference on impact evaluation namely “Making Impact Evaluation Matter - in Manila” to be held in Sep 1-5”. The host of the event will be Asian Development Bank. The case studies of the states of Gujarat, Bihar and West Bengal will also be presented & discussed.


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