Continuous comprehensive Evaluation should be carried out in relation to learners’ cognitive, affective and psycho-motor growth. Cognitive growth refers to the intellectual development of learners (such as learners’ knowledge, comprehension, application, analysis, synthesis and evaluation). Affective growth emphasizes learners’ attitude, interest and personal development. Psycho-motor growth deals with learners’ ability to perform some activity or do some practical work. Therefore, if you want the teaching-learning process to be really effective, you should evaluate the learners continuously and comprehensively Hence to bring about the improvement in the quality of education and the holistic development of the child who is tomorrow’s global citizen, evaluation process should focus adequately on both scholastic and non-scholastic areas of development.
Hence the focus needs to shift to comprehensive evaluation. The comprehensive evaluation also needs to have continuity at regular intervals through out the academic year. This thought is further gets support from the fact that the National Progressive Schools Association has also recommended the scrapping of class X board exams This module focuses upon the various evaluation tools and techniques which can be used for decision making with reference to learners scholastic and non scholastic needs. By comprehensive evaluation, we mean that evaluation should not concern itself only with knowledge but it shall also take into account the factors that are inherent in students’ growth such as skills, understanding, appreciation, interest, attitude and habits. In other words, evaluation should cover all the learning experiences of the learner in curricular as well as non-cognitive areas. Need of Continuous comprehensive evaluation.
Continuous and Comprehensive Evaluation is intended to provide a holistic profile of the learner through assessment of both scholastic and non-scholastic aspects of education spread over the total span of instructional time in schools. It helps to identify those positive attributes of the learner which are not usually assessed during the examinations conducted by the Board As it is spread over a period of two years in class IX and X it provides several opportunities for the school to identify the latent talents of the learners in different contexts.