Chomal, Aanchal
(2018)
What should be the future of continuous and comprehensive
evaluation and no detention policy in India?
Learning Curve (30).
pp. 15-17.
Abstract
Reforms in assessments have been extensively
deliberated in India. National policies and
commissions before Independence, such as the
Hartog Committee (1929) and Sargent Plan (1944)
as well as those post-independence such as the
Mudaliar Commission (1953), Kothari Commission
(1964), National Policy on Education (NPE) 1968 and
‘86, Learning Without Burden (1993) and National
Curriculum Framework (NCF) 2000 and 2005
have recommended changes in the examination
system. Few of the key ideas have been to make
examinations comprehensive by assessing a
range of areas, shift from rote based questions to
those testing for understanding, application and
higher cognitive skills, use of multiple methods
of assessments, maintaining records of student’s
work, use of grades instead of marks and more
recently the use of formative assessments to
facilitate learning.
Echoing these changes, the National Focus Group
Position Paper on Examination Reforms (NCERT
2006) discusses the need for structural and
procedural changes in the current examination
system. Right from the purpose of exams, to its
quality, procedure, use and impact; it recommends
changes in multiple dimensions. It endorses an
alternative, or more aptly a complementary system
of assessments in the name of Continuous and
Comprehensive Evaluation (CCE). It defines CCE
as a system of school based evaluation which is
continual or periodic (before the instruction and
during it) and comprehensive (including scholastics
and co-scholastics areas) using multiple modes of
assessment.
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