School Curriculum & Evaluation
School Curriculum constitutes a total teaching-learning program comprising of overall aims, syllabus, materials, methods and assessment. It provides a framework of knowledge and capabilities, seen as appropriate to a particular level.
Evaluation not only measures the progress and achievement of the learners but also the effectiveness of the teaching materials and methods used for transaction. Evaluation is viewed as a component of curriculum with the twin purpose of effective delivery and further improvement in the teaching learning process.
The scope of evaluation extends to almost all the areas of learners’ personality and development. It include both scholastic and co-scholastic areas.
Continuous and Comprehensive Evaluation (CCE)
It refers to a system of school based evaluation of a student that covers overall aspects of a student development. It is a developmental process of student which emphasizes on two fold objectives. These objectives are continuity in evaluation and assessment of broad based learning and behaviourial outcomes on the other hand. The term ‘continuous’ is meant to emphasise that evaluation of identified aspects of students ‘growth and development’ is a continuous process rather than an event, built into the total teaching-learning process and spread over the entire span of academic session. It means regularity of assessment, frequency of unit testing, diagnosis of learning gaps, use of corrective measures, retesting and feedback of evidence to teachers and students for their self evaluation.
The second term ‘comprehensive’ means that the scheme attempts to cover both the scholastic and the co-scholastic aspects of the students’ growth and development. Since abilities, attitudes and aptitudes can manifest themselves in forms other than the written word, the term refers to application of variety of tools and techniques (both testing and non-testing) and aims at assessing a learner’s development in areas of learning, like Knowledge, Understanding, Applying, Analyzing, Evaluating and Creating
Scholastic and Co-Scholastic Assessment
In order to implement Continuous and Comprehensive Evaluation, both Scholastic and Co-Scholastic aspects are given due recognition. Regular assessments are carried for the holistic development of each learner. Teachers frequently reflect, plan and implement remedial strategies to retain and articulate what has been learned over a period of time.
To improve the teaching learning process, Assessment is carried on both Formative and Summative basis.
Formative Assessment is used as a tool by the teacher to continuously monitor student progress in a non threatening, supportive environment. It involves regular descriptive feedback, a chance for the student to reflect on the performance, take advice and improve upon it. It involves the students’ being an essential part of assessment from designing criteria to assessing self or peers.
Summative Assessment is carried out at the end of a course of learning. It measures or ‘sums-up’ how much a student has learned from the course. It is marked according to a scale or a set of grades. It certifies the level of achievement at a given point of time.