Unit 3 Trends and Issues of

Assessment
a) Continuous and Comprehensive Assessment (Meaning,
Characteristics and Significance)
b) Internal Assessment and External Examination (Meaning,
Significance and Problems related to planning, conduct and
assessment)
c) Psycho-social concerns of Assessment (Implications)
i. No detention Policy (RTE Act, 2009)
ii. Competitive ranking of schools
iii. Profiteering by private agencies
 Continuous and Comprehensive
Assessment
• Meaning:-
Continuous and Comprehensive Assessment (CCA) refers to a system of school based
assessment that covers all aspects of student‘s development. The comprehensive component
CCE takes care of assessment of all round development of the child's personality. Continuity
in assessment of broad based learning and behavioral outcomes.
• Continuous and comprehensive evaluation (CCE) is a process of assessment, mandated by the
Right to Education Act, of India. This approach to assessment has been introduced by state
governments in India, as well as by the Central Board of Secondary Education in India, for
students of sixth to tenth grades and twelfth in some schools.
• The main aim of CCE is to evaluate every aspect of the child during their presence at the
school. This is believed to help reduce the pressure on the child during/before examinations as
the student will have to sit for multiple tests throughout the year, of which no test or the
syllabus covered will be repeated at the end of the year. Whatsoever The CCE method is
claimed to bring enormous changes from the traditional, chalk and talk method of teaching
provided it is implemented accurately.
 Characteristics of CCA
The Continuous aspect

• Assessment at the beginning of instruction (placement)

• Assessment during the instructional process (formative)
• Assessment of performance done at the end of a unit/term (summative)

The 'comprehensive' component:

• Takes care of assessment of the all-round development of child's personality.

• It includes assessment of Scholastic as well as Co-Scholastic aspects of the pupil's
growth
• Assessment is done informally and formally
• Use of multiple techniques of assessment continually periodically.
• Assessment is done using multiple techniques on the basis of identified criteria /
indicators
 Significance of CCA
• 1. CCA is thus a curricular initiative, attempting to shift emphasis from memorizing to holistic
learning.
2. It helps develop cognitive, psychomotor and affective skills.
3. It aims at creating citizens possessing sound values, appropriate skills and desirable qualities
besides academic excellence
4. It is hoped that this will equip the learners to meet the challenges of life with confidence and
success
5. Co-scholastic assessment will focus on holistic development that will lead to lifelong
learning.
6. It makes evaluation an integral part of teaching-learning process.
7. It helps to use evaluation for improvement of students' achievement and teaching learning
strategies on the basis of regular diagnosis followed by remedial measures
8. It makes assessment a quality control devise to raise standards of performance.
9. At helps to determine social utility, desirability or effectiveness of a program and take
appropriate decisions about the learner, the process of learning and the learning environment.
10. To make the process of teaching and learning a learner-centered activity.
 Internal Assessment
• Internal assessment is set and marked by the school (i.e. teachers). Students get the mark and
feedback regarding the assessment. The student's performances are measured periodically in
different context during the period of the course. Student's performance in slip tests, weekly tests,
monthly tests with behavior are being taken into account besides assignments and project wok while
calculating the internal mark.

• Internal assessment, or curriculum-embedded assessment, evaluate what students do when they are
in the classroom Internal assessment is a crucial part of the instruction process in art and aids
teachers, students and parents in evaluating student progress. Internal assessment illustrates aspects
of student progress that are not typically evaluated in external assessment.

• Internal assessment means being assessed or evaluated for a test the internal staff of school or
college. No external authority or office is able to interfere for your internal assessment. The only
governing authority in this case is the headmaster of your school or college or your examiner.
• Internal assessment is the process by which the school awards grades to the student. Teacher
assessment is also used for most courses. This includes:
1. oral work in languages
2. Fieldwork in geography
3. Laboratory work in the sciences
4. Investigations in mathematics
5. Artistic performances

Disadvantages of Internal Assessment:-

• The teachers within the school may give hints to students about internal assessment so it is not
good, learners are not challenged by the internal assessments.

• Learners need to be challenged by the assessments... but as for external assessments students
are expected to know everything because there is no hint. It requires students to compete.
 External Assessment
(External Examination)
• External assessment is set by the governing body, and is marked by non-biased personnel.
Some external assessments give much more limited feedback in their marking. However, in
tests the criterion addressed by students is given detailed feedback in order for their teachers
to address and compare the student's learning achievements and also to plan for the future.
• The performance of the students end of the course has been measured which is called as other
way it is called as Formative and Summative evaluation.
• External assessments are designed, selected, and controlled by another person
group commercial publishers, district administrators, or state policymakers.
• Typical examples of external assessments include standardized and commercial reading tests.
• External assessments occur less frequently than internal assessments, but they usually have
greater importance, more authority, and higher stakes attached to them.
• External assessments have been used as indicators of both the educational achievement of
students and the quality of instruction in schools/ colleges.

• Definition of external assessment

External assessment is organized and conducted through standardized test, observation, and
other techniques by an external agency, other than the school/colleges.
• Advantages of External Assessment
• External assessment helps in developing competent person from practicing.
• It justifies the decision as to whether they should move up to the next class or be awarded a
degree or diploma.
• External assessment is useful in determining the abilities of a student before developing a
plan.
• External assessment is designed to detect and locate faults and problems which often are
overseen by internal systems.
• The vital advantage of an external assessment is that it makes easier to compare diverse
situation and conditions and articulate their judgments about the equality of measures.
It also assists in following positive values
• A team of experienced assessors leads you through the structured review of how well students
are doing, bringing fresh perspective and objectivity to the exercise
• Performance in educational institutes is increasingly judged on the basis of effective learning
outcomes.
• External assessment provides Information which is critical to know whether the School
system is delivering good performance and to providing feedback for improvement in student
outcomes.
• External assessment is the best way to evaluate and reevaluate the course of studies.
• It can be used as a good device for motivating students.
• It brings about a change in the attitude, interests and appreciation of students and teachers
towards school programs.
 Suggestions for Improvement of external
assessment and internal assessment
• Comprehensive Evaluation
• Employees of examining bodies to be controlled
• Invigilating staff
• Secrecy sections should be fool proof
• Appointment of Examiners
• Change in examination point of view. It should not be objective. It should be mean to achieve
objectives
• Reform in question papers
• Marking of Answer Scripts
• Ban on helping books and guess papers
• Amalgamation of Internal and External exam
• Oral test should be taken
• Amalgamation of subjective and objective type test
• Record of students
• Question paper should be based on curriculum rather than text book
 Psycho-social concerns of
Assessment (Implications)
• No detention Policy (RTE Act, 2009)
• Under RTE Act 2009 there is 'No Detention Policy` up to Class VIII to achieve the goal of
Universalization of Elementary Education
(UEE) and to increase retention of children in schools by way of 'no pass-fail' system.
• According to this policy, no child will be detained from Classes 1 to VIII and promotion to
next class will be given on the basis of their performance in various examinations and tests for
formative and summative assessment provided, the child's attendance in the school
is more than 75%.
• Also, appearing in unit tests and terminal examination is mandatory

• Implications on assessment:-
Continuous Comprehensive Evaluation (CCE)system was introduced as assessment process
2. Reluctance of teachers to implement CCE in true spirit is because of lots of other non-
teaching and administrative work
3. Repeated assessment for the sake of passing the students with no regard for truly helping
the students to improve their learning.
4. Student has developed a lackadaisical attitude why study when there is no fear of failing.

5. Students have no regard for attendance and hence formative assessment is missed by
students

6. Learning achievements of children have dropped drastically and hence the quality of
assessments also has to be lowered in order to promote the child.

7. Students had no interest in studies in the school and hence formative assessment is affected
8. Teacher's enthusiasm to teach with devotion and energy has been affected due to the bottom
line of passing the students irrespective of their performance
9. Children with weak foundation reach in Class IX unable to continue in higher classes
10. Not detaining a student even if she performs badly deteriorates her learning levels and
makes her ill-equipped to cope with the widening syllabi as she is promoted to higher grades.
 Competitive ranking of schools
• Ranking of schools based on Higher Academic results at tenth grade examinations
• Ranking at times is also provided on the basis of co-curricular and curricular environment provided
by school
• Rankings in form of certification & accreditation
• PERCEPTION OF GENRAL PUBLIC

• Implications on assessment:-
1. Purposeful failing of students at standard IXth level.
2. Encouraging these students to appear through private Xth
3 Encouraging students to take up private tuitions and extra coaching
4. Assessment is only scoring of marks
5. Assessment of affective and psychomotor domain is completely neglected
6. Pressure on students, parents and school to SHOW the performance
7. True spirit of assessment is lost
8. Assessment - involves check on memorization rather than understanding and application
9. Competition within Boards for better performance, hence new policy such as best of five.
10. Such half-baked policy related to assessment does not provide correct picture to the students
and parents who are not able to cope up with further higher studies
11. Assessment does not help the pupil form a realistic image of his/her learning and development
12. A assessment no longer provides true picture of a learner's achievement and levels of
performance.
 Profiteering by private agencies
• Profiteering by private agencies means Education is looked upon as an means to have
commercial profit

• Educational institutions can make_ profit (up to a certain extent) which has to be ploughed
back to the institution for its development

Implications on assessment:-
1. Assessment is done to ensure that the students end up scoring well
2. Malpractices in the process of assessment
3. Assessment is restricted only to scoring marks irrespective of the teaching or learning
4. Outcome of assessment is only judged in terms of scores not in terms of learning levels of
students.