Monday, 15 October 2018

A critical analysis on Continuous and Comprehensive Evaluation (CCE)

Continuous and Comprehensive Evaluation (CCE) is a process of assessment, mandated by the Right to Education Act (RTE), of India in 2009. It is a holistic assessment system aiming to develop skills of students in all areas in order to make children stress-free. The system is designed to assess students from various perspectives, intending eventually to eliminate rote-learning and cramming. The need of such an assesment was also felt by the Kothari Commission and by the National Policy on Education and National Curriculum Frame Work Team.

CCE includes all relevant aspects of personality development of a student. Education is meant to bring the best out of a learner. As it is a continuous process therefore a continuous evaluation system is adopted to check the effectiveness of learning process. This evaluation system includes both the scholastic and co-scholastic aspect of a learner’s growth. It reduces the undue stress of competitiveness among students, parents and the educational institutions.

But there are many drawbacks too in the system as of now. CCE is not fully understood and appreciated by a lot of teachers and they oppose the system. It is possibly for the lack of proper orientation of the teachers and lack of proper monitoring. Educating, training and evaluating the teachers are essential conditions for the success of the system. Also, there is a tendency among students to make presentation of papers and preparation of projects based on inputs down-loaded from internet or copied from friends.

Indian schooling also runs with an improper student-teacher ratio. There is a huge shortage of teachers. Average student teacher ratio in India is 40:1 which is much higher than RTE stipulation. The phenomenon of engaging the teachers on non-educational work “on duty” by Govt is alarming.

With so many drawbacks, can CCE succeed? Another impediment as actually seen in schools is the subjective assessment by teachers rather than objective assessment. Such favours and discrimination of students will defeat the very purpose of the scheme.Without commitment from teachers, without proper teacher training and evaluation, with no stipulation of Code of Conduct for students, and teachers behaving as trade union members and as powerful political force at the time of elections, this scheme may face a great challenge to survive.

To overcome all the obstacles, we have to be more sincere and more updated on every aspect of CCE. The following table will help a lot in this regard.

The CCE Pattern of Class – IX for Madhyamik (Classes IX & X) level has been introduced in 2015 in West Bengal with a little redesign. In this new pattern there are two premises of evaluation: Internal Formative Evaluation & Summative Evaluation.

Subject Subject-Wise Full Marks (1st Term) Subject-Wise Full Marks (2nd Term) Subject-Wise Full Marks (3rd Term)

Summative Internal Formative Summative Internal Formative Summative Internal Formative
First Language 40 (Time: 1 hr. 30 mins) 10 40 (Time: 1 hr. 30 mins) 10 90 (Time: 3 hr. 15 mins) 10
Second Language 40 (Time: 1 hr. 30 mins) 10 40 (Time: 1 hr. 30 mins) 10 90 (Time: 3 hr. 15 mins) 10
Mathematics 40 (Time: 1 hr. 30 mins) 10 40 (Time: 1 hr. 30 mins) 10 90 (Time: 3 hr. 15 mins) 10
Physical Science & Environment 40 (Time: 1 hr. 30 mins) 10 40 (Time: 1 hr. 30 mins) 10 90 (Time: 3 hr. 15 mins) 10
Life Science & Environment 40 (Time: 1 hr. 30 mins) 10 40 (Time: 1 hr. 30 mins) 10 90 (Time: 3 hr. 15 mins) 10
History & Environment 40 (Time: 1 hr. 30 mins) 10 40 (Time: 1 hr. 30 mins) 10 90 (Time: 3 hr. 15 mins) 10
Geography & Environment 40 (Time: 1 hr. 30 mins) 10 40 (Time: 1 hr. 30 mins) 10 90 (Time: 3 hr. 15 mins) 10

280 70 280 70 630 70
350 350 700

Summative Evaluation: Full Marks & Time Scheme

In case of Summative Evaluation, the new question pattern consisting of Multiple-Choice questions, very short-answer type questions, short questions, explanatory questions, essay type questions, etc. are to be followed. The question pattern of 90 marks that has been designed for each subject is to be followed.
1st Term 2nd Term 3rd Term
Full Marks 280 Full Marks 280 Full Marks 630
Specified period in Academic Calendar April 1 to April 10 Specified period in Academic Calendar August 1 to August 10 Specified period in Academic Calendar December 1 to December 15

Formative Evaluation: Full Marks & Time Scheme

1st Term 2nd Term 3rd Term
Full Marks 70 Full Marks 70 Full Marks 70
Specified period in Academic Calendar January to April Specified period in Academic Calendar May to August Specified period in Academic Calendar September to December
In case of Internal Formative Evaluation, the following six modalities are to be followed:
  1. Survey Report
  2. Nature Study
  3. Case Study
  4. Creative Writing
  5. Model Making
  6. Open Book Evaluation
Out of these six options noted above, any three are to be chosen in an academic year vis-a-vis Internal Formative Evaluation in each of the seven subjects. Therefore, each term will have one modality in relation to a particular subject. Subject teacher(s) are expected to correlate the modalities of Internal Formative Evaluation with the learning competencies of the concerned subjects. It may be noted that for a particular class, one modality is to be applied for one term. There should not be any repetition of a particular modality for a particular class in an academic year. The subject teacher(s) are expected to preserve the products of Internal Formative Evaluation. In an academic calendar there will be three Summative Evaluations. For the Second Summative Evaluation the competencies of the first Summative Evaluation, and for the Third Summative Evaluation, the competencies of the first and second Summative Evaluation must be reflected. The subject teacher(s) must arrange for the Internal Formative Evaluation in their respective subjects. The subject teacher(s) shall submit the marks obtained by students in each Internal Formative Evaluation to the respective class teachers.

Friday, 8 June 2018

WBCHSE Class 12th result 2018 declared:

Overview:

The West Bengal Council of Higher Secondary Education (WBCHSE) announced the West Bengal HS results today on wbresults.nic.in or wbbse.org with 83.75 per cent students clearing it. The result was declared at 10.30 am. It is to note that the West Bengal Board conducted the Higher Secondary examinations from 27 March to 11 April.
Out of the 8.25 lakh students who had enrolled, 8.09 lakh appeared for the exam, of which, around 6.63 lakh students passed the exam. Despite increase in the number of candidates appearing in the HS examination this year from 773834 in 2017 to 825335 in 2018, the overall pass percentage has dipped from 84.20 in 2017 to 83.75 this year. Purba Midnapore has the highest pass percentage of 91.98 followed by Kalimpong at 91.69. Kolkata has a pass percentage of 87.68.
Granthan Sengupta from Jalpaiguri Zilla School in Jalpaiguri district topped the exam after scoring 496 marks out of 500 (99.2 per cent). He is the first student from Arts stream to top the exam in five years. This year the result surprised several students as Granthan Sengupta from humanities stream secured the first position with 99.2% marks. His aggregate is 496 out of 500. "After the new syllabus was introduced back in 2015, this is the first time when a candidate from arts stream has topped the results. This shows that even humanities students are capable of outperforming science candidates," said the President of West Bengal Council of Higher Secondary Examination, Mohua Das.
Educationists claimed that the introduction of multiple-choice-questions (MCQs) have helped humanities students to score good marks. In order to boost the scores of the students, the WBCHSE introduced a new pattern of evaluation in 2015. The question paper had about 40 percent one mark questions, including multiple choice questions and the rest, were scored between two and five mark questions. Subjects with no practical exam were given a project for 20 marks. As a result, an outstanding progress was seen in the year 2017, with 84.20 percent of the students fairing well in the higher secondary examinations and this year the humanities stream outperforming the science one.
Ritwik Kumar Sahoo, the state topper and All India Rank 13 in National Eligibility Cum Entrance Test (NEET) has bagged the second position in West Bengal Higher Secondary Examination.
Girls outshined boys once again in 18 districts. 53 percent girls have cleared the exam as compared to 47 percent boys. Arkadipta Ghosh from Jadavpur Vidyapith scored 97.2 percent, who topped in overall girl's category, ranked fifth overall along with Aritro Roy from Pathfinder Public School.
Students can check their results at the official websites — wbchse.nic.in and wbresults.nic.in. Apart from the official website wbresults.nic.in, the WBCHSE HS results will also be available on third-party websites like westbengalonline.in, indiaresults.com, results.shiksha.com, westbengal.shiksha and westbengalonline.in. The result is also available via SMS. Candidates have to do is SMS- (WB12<Space>Roll number and send it to 5676750) or (WB12<Space>Roll number and send it to 58888). The results can also be availed via SMS through exametc.com by registering their roll number and mobile number. Students can also get their marksheets from their respective schools today. They are advised to check with their schools for time and date for distribution of mark sheets.

Toppers :

There are 80 students in the top 10 merit list. A few is given below.
Rank
Name of Student
Marks Obtained
Name of School
1st
Granthan Sengupta
496 (Arts Stream)
Jalpaiguri Zilla School
2nd
Ritwik Kumar Sahoo
493 (Science Stream)
Hamilton High School, Tamluk
3rd
Timirbaron Das
490

3rd
Saswata Roy
490

4th
Saumyadip Nath
488
Uttarpara Model School, Hoogly
4th
Sayan Kumar Das
488
Islampur High School
4th
Arkadeep Guin
488
Bardhaman High School
4th
Dibyadut Shasmal
488
Singur Mahamaya High School
4th
Joydip Bhowmik
488
Coochbehar
5th
Abhradipta Ghosh
486
Pathfinder HS Public School
5th
Aritra Roy
486
Pathfinder HS Public School
5th
Arya Samanta
486
P. Medinipore Ramkrishna Vidyabhavan
5th
Md Saiful Islam
486
Pandua Sashibhushan Saha High School
5th
Sutanay Bhattacharya
486

5th
Shubhasish Ghosh
486

5th
Ramit Dutta
486
Dubrajpur Sri Sri Sarada Vidyapith
5th
Anima Garai
486
Ranibadh High School
5th
Anubhav Chakraborty
486
Purulia Zilla School
5th
Souvik Raj Maiti
486
Kolaghat High School