ST.

LAWRENCE COLLEGE OF HIGHER EDUCATION

Geeta Colony Facility Centre, New Delhi, Delhi 110031

PRILIMINARY SCHOOL ENGAGEMENT (PSE-2)

SUBJECT CODE - B.ED154

SUBMITTED BY - MAHAK SARASWAT

SUBMITTED TO - Ms. RENU ROHILLA

ENROLLMENT NO - 01599902122

SESSION - 2022-2024
 ACKNOWLEDGEMENT

I WOULD LIKE TO EXPRESS MY SPECIAL THANKS AND GRATITUDE TO MY TEACHER MS. RENU
ROHILLA WHO GAVE ME THIS GOLDEN OPPORTUNITY TO DO THIS WONDERFUL PROJECT OF
PRELIMINARY SCHOOL ENGAGEMENT WITHOUT HER GUIDE MY PROJECT CANNOT BE DONE
PROPERLY LIKE THIS. SHE ALWAYS GIVES ME SUPPORT AND GUIDE ON HOW TO DO THIS PROJECT IN
PURPOSE TO PRODUCE A GOOD OUTCOME. THIS PROJECT ALSO HELPED ME IN DOING A LOT OF
RESEARCH AND I CAME TO KNOW ABOUT DIVERSITY IN SCHOOL TEACHING TECHNIQUES AND
HELPED ME TO ADD MANY NEW THINGS TO MY KNOWLEDGE. I REALLY AM THANKFUL TO THEM.

SECONDLY, I WOULD LIKE TO THANK MY PARENTS AND FRIENDS WHO HELPED ME A LOT IN
FINISHING THIS PROJECT WITHIN THE LIMITED TIME GIVEN TO ME.
 CERTIFICATE

This is to certify that the PSE-2 (PRIMARILY SCHOOL ENGAGEMENT) is submitted by

the MAHAK SARASWAT under the supervision of Ms. RENU ROHILLA in the academic
year 2022-2024.

Sign of the teacher Sign of the external

 INDEX
S.NO TOPIC SIGN

1. THE SCHOOL- SR CAPITAL PUBLIC SCHOOL

2. CO-CURRICULAR ACTIVITIES

3. ACTION RESEARCH

4. CONTINUOUS AND COMPREHENSIVE

EVALUATION [CCE]
5. PRACTICAL ASSIGNMENT- B.ED 102
6. PRACTICAL ASSIGNMENT- B.ED 104

7. PRACTICAL ASSIGNMENT- B.ED 106

8. PRACTICAL ASSIGNMENT- B.ED 108

9. PRACTICAL ASSIGNMENT- B.ED 110

10. PRACTICAL ASSIGNMENT - B.ED120

[PEDAGOGY-1]
11. PRACTICAL ASSIGNMENT- B.ED128
[PEDAGOGY- 2]
 ABOUT THE SCHOOL
SR CAPITAL PUBLIC SCHOOL

SR Capital Public School is the vision of Late Dr. Sahib Ram Yadav and Smt.
Roshini Devi. They believed in contributing to humanity. Doctor Sahib served
society through his medical services. They were passionate about education
because education not only empowers the individual also brings happiness to
the life of people. Education is the best way to serve the society. Through
Education we not only educate an individual, we empower the family and the
community. SRCPS was established in the year 1980 to nourish the vision of
our founders. Thousands of children have fulfilled their dream and
accomplished their life vision. The school is committed to build the character of
its children by providing high-quality education. During their Lifetime both of
them served with pride, led with confidence, inspired everyone to improve the
world and make it a better place to live in.

The school has divided its classes into five levels- level I comprises Montessori
kids, level II comprises of class I & II kids, level III comprises of class III, IV
&V, level IV comprises of class VI, VII &VIII and level V comprises of Class
IX & X.
Apart from this, school have five houses named ARAWVALI, KUMAON,
NEELGIRI, SATPURA and VINDHYA. The house on duty performs its duty
of conducting day to day activities in a systematic and disciplined manner. Each
house is managed by house in-charges, house captains and prefects.
CO-CURRICULAR ACTIVITIES
Co-curricular activities facilitate the development of various domains of mind
and personality such as intellectual development, emotional development, social
development, moral development, and aesthetic development. Creativity,
Enthusiasm, and Energetic, Positive thinking are some of the facets of
personality development and the outcomes of Extracurricular activities.

Co-curricular Activities are defined as the activities that enable to supplement

and complement the curricular or main syllabi activities. These are a very
important part and parcel of educational institutions to develop the students’
personality as well as to strengthen classroom learning. These activities are
organized after school hours, so known as extra-curricular activities.
Cocurricular Activities have a wide horizon to cater to the cultural, social,
aesthetic development of the child.

For example- Model, Art, Music ,Drama, Debate and discussion ,Declamation
contest ,Story writing competition , Essay writing competition, Art craft
,Recitation competition, Wall magazine decoration ,Writes ups for school
magazine ,Folk songs ,dance, charts, etc

IMPORTANCE AND BENEFITS OF CO-CURRICULAR ACTIVITIES

It enables the students to express themselves freely through debates.

Games and Sports help to be fit and energetic to the child.
It helps to develop the spirit of healthy competition.
These activities guide students on how to organize and present an
activity, how to develop skills, how to co-operate and co-ordinate in
different situations-all these helps in leadership qualities.
CCA develop values like physical, psychological, Ethical, academic,
civic, social, aesthetic, cultural recreational, and disciplinary values.
ORGANIZATION OF CO-CURRICULAR ACTIVITIES

REPORT -1
On 24th April 2023, we the pupil teacher helped in salad dressing competition of
the students of class 5th. Students were asked to bring different kinds of fruits
and vegetables along with toothpicks and napkins. They were also asked to
bring a handmade masterchef cap, so that students can feel more enthusiastic
and passionate among themselves. That cap was asked to be kept on their small
heads, which somehow made them feel like real masterchefs.
The groups were divided in such a way that there were almost 5-6 students in
each group. Each group were asked to make different kinds of salads. They
had decided among themselves whatever things they need to bring. Before the
activity started the students were asked to take out their boxes on the desk.
When the first periods bell rung they started the preparations of making their
salad. They all were very happy and full of energy for this activity.
One group made salad using only fruits like mango, papaya, watermelon, grapes
and decorated in a very beautiful way. One group made salad using green
cucumbers and lettuce. One group made using all the different varieties of fruits
and vegetables and many more.

The participants creativity was revealed through the beautiful designs and
patterns formed with different mouthwatering salad. The students displayed
different types of both vegetable and fruit salad. The main focus of the
competition was not only the preparation of salads but also their artistic
presentation. The basic criteria of this activity was to make children aware
about the importance of eating watery fruits and vegetables specially during
summers. Also to increase their knowledge about the minerals, vitamins and
other essential nutrients that are required by our body to stay hydrated during
summers. The children were specially asked to do their salad dressing
considering cleanliness, safety ,taste and presentation, being the criteria for
judgement. So it was a very interesting and informative activity. Some of the
pictures are-:
REPORT -2

On the 26th April 2023, we the pupil-teacher organised a puzzle and riddles
competition for the students of class 6th. So, one week prior to the competition
the announcement of the puzzles and the riddles competition was given to the
students through the electronic devices.
The announcement is just like an invitation as all the students of class 6 were
allowed to participate in the puzzles and riddles competition. The rules for the
competition were made on that same day that the whole class will be divide into
3 groups: team red, team yellow and team blue. There were also three rounds
that we had prepared before: round 1- translation round, round 2- riddles, round
3- puzzles. We have also prepared hand made flags for the three different group
so that they can raise the flag while answering.
On the day of puzzles and riddles competition the hall was decorated by our
team of pupil-teachers. It was amazing to know that numerous of children were
there in the class on that day and were really very excited for the puzzle and
riddles competition. And at 11 in the morning the puzzles an riddles
competition began and the fellow member of our team commenced the
competition and after that we divide the whole class in three group and
distribute the flags to all the concerned participants who all were present there.it
was amazing to see the enthusiasm in the students, that enthusiasm of the
students makes our team more energetic. Then we start our first round and ask 5
questions to each team present there each right answer contains +10 and each
wrong contains -5, and if someone pass the answer no point was deducted but
the other who answer that question were credited +5.
The rounds went smooth and well the students were answering the questions
well. The last round was the best as all were thinking which team will win this
competition. And finally, team red was the winner for the puzzles and the
riddles competition. After all that the result was announced and prices were
distributed. It was a great experience. We have got to know a lot of things. All
the students corporated with us patiently. We are glad that this opportunity was
given to us. It was a very good opportunity for organizers for showing their
team work and for the participants for showing their talents.
REPORT-3
The debate competition was held on the 25th April 2023 at the school
auditorium. The competition was organized by the pupil teachers and saw the
participation of students from different classes. We helped students as
facilitators whenever they needed help during preparation.

The topic for the debate was "Should schools ban junk food?" and each team
had to argue either for or against the motion. The teams were given two weeks
to prepare their arguments and research on the topic.

The competition was judged by three external judges who were experts in the
field of nutrition and health. They evaluated the participants based on their
content, delivery, and rebuttals.

The debate was intense, and each team presented compelling arguments. The
team arguing for the motion highlighted the negative effects of junk food on
students' health, while the team against the motion argued that it was a matter of
personal choice and that banning junk food would not solve the problem.

The judges were impressed with the students' level of research and their ability
to present their arguments coherently. They also commended the students for
their confidence and poise during the debate.

In the end, the team arguing for the motion emerged as the winners, with their
strong arguments and well-researched content. However, all participants were
applauded for their efforts and received certificates of participation.

Overall, the debate competition was a success, providing students with an

opportunity to develop their critical thinking and public speaking skills while
engaging in a meaningful discussion on an important topic.
REPORT-4
On 28th April 2023 an art competition was organised by the pupil teachers. The
competition was open to all students from different grades and classes. The
theme of the competition was "Nature," and students were encouraged to
showcase their artistic skills by creating artwork related to nature.

Students were asked to bring all the required materials and they all were very
excited for this activity. The competition received an overwhelming response,
and many students participated with enthusiasm. The artwork was displayed in
the school hallways, and the judges had a tough time selecting the winners. The
judges included art teachers, school administrators, and local artists.

The winners were announced at a special assembly, and they were awarded
certificates and prizes. The first prize was awarded to a student from the 9th
grade, who created a stunning painting of a sunset over a lake. The second prize
was awarded to a student from the 7th grade, who created a beautiful collage of
different animals found in nature. The third prize was awarded to a student from
the 11th grade, who created an intricate drawing of a forest.

The art competition not only provided an opportunity for students to showcase
their creativity but also helped them to develop their artistic skills. It also
encouraged them to appreciate the beauty of nature and its importance in our
lives.

Overall , it was a very interactive and interesting activity for students to

showcase their talent in a creative way.
 ACTION RESEARCH
WHAT IS ACTION RESEARCH?
Action research is an approach to educational research that is commonly used
by educational practitioners and professionals to examine, and ultimately
improve, their pedagogy and practice. In this way, action research represents an
extension of the reflection and critical self reflection that an educator employs
on a daily basis in their classroom. When students are actively engaged in
learning, the classroom can be dynamic and uncertain, demanding the constant
attention of the educator. Considering these demands, educators are often only
able to engage in reflection that is fleeting, and for the purpose of
accommodation, modification, or formative assessment. Action research offers
one path to more deliberate, substantial, and critical reflection that can be
documented and analyzed to improve an educator’s practice.
PURPOSE OF ACTION RESEARCH
As one of many approaches to educational research, it is important to
distinguish the potential purposes of action research in the classroom. This book
focuses on action research as a method to enable and support educators in
pursuing effective pedagogical practices by transforming the quality of teaching
decisions and actions, to subsequently enhance student engagement and
learning. Being mindful of this purpose, the following aspects of action research
are important to consider as you contemplate and engage with action research
methodology in your classroom:
Action research is a process for improving educational practice. Its methods
involve action, evaluation, and reflection. It is a process to gather evidence to
implement change in practices.
Action research is participative and collaborative. It is undertaken by
individuals with a common purpose.
• Action research is situation and context-based.
• Action research develops reflection practices based on the interpretations
made by participants
. • Knowledge is created through action and application.
• Action research can be based in problem-solving, if the solution to the
problem results in the improvement of practice.
• Action research is iterative; plans are created, implemented, revised, then
implemented, lending itself to an ongoing process of reflection and revision.
• In action research, findings emerge as action develops and takes place;
however, they are not conclusive or absolute, but ongoing (Koshy, 2010, pgs. 1-
2).
In thinking about the purpose of action research, it is helpful to situate action
research as a distinct paradigm of educational research. I like to think about
action research as part of the larger concept of living knowledge. Living
knowledge has been characterized as “a quest for life, to understand life and to
create… knowledge which is valid for the people with whom I work and for
myself” (Swantz, in Reason & Bradbury, 2001, pg. 1). Why should educators
care about living knowledge as part of educational research? As mentioned
above, action research is meant “to produce practical knowledge that is useful to
people in the everyday conduct of their lives and to see that action research is
about working towards practical outcomes” (Koshy, 2010, pg. 2). However, it is
also about: creating new forms of understanding, since action without reflection
and understanding is blind, just as theory without action is meaningless. The
participatory nature of action research makes it only possible with, for and by
persons and communities, ideally involving all stakeholders both in the
questioning and sense making that informs the research, and in the action,
which is its focus.
REFLECTION AND THE PROCESS OF ACTION RESEARCH
When an individual engages in reflection on their actions or experiences, it is
typically for the purpose of better understanding those experiences, or the
consequences of those actions to improve related action and experiences in the
future. Reflection in this way develops knowledge around these actions and
experiences to help us better regulate those actions in the future. The reflective
process generates new knowledge regularly for classroom teachers and informs
their classroom actions. Unfortunately, the knowledge generated by educators
through the reflective process is not always prioritized among the other sources
of knowledge educators are expected to utilize in the classroom. Educators are
expected to draw upon formal types of knowledge, such as textbooks, content
standards, teaching standards, district curriculum and behavioral programs, etc.,
to gain new knowledge and make decisions in the classroom. While these forms
of knowledge are important, the reflective knowledge that educators generate
through their pedagogy is the amalgamation of these types of knowledge
enacted in the classroom. Therefore, reflective knowledge is uniquely
developed based on the action and implementation of an educator’s pedagogy in
the classroom. Action research offers a way to formalize the knowledge
generated by educators so that it can be utilized and disseminated throughout
the teaching profession. Action research allows educators to learn through their
actions with the purpose of developing personally or professionally. Due to its
participatory nature, the process of action research is also distinct in educational
research. There are many models for how the action research process takes
shape. I will share a few of those here. Each model utilizes the following
processes to some extent:
• Plan a change;
• Take action to enact the change;
• Observe the process and consequences of the change;
• Reflect on the process and consequences;
• Act, observe, & reflect again and so on.

TYPES OF ACTION RESEARCH

➢ Practical action research
Teachers seek to research problems in their own classrooms so that they can
improve their students’ learning and their own professional performance.
➢ Participatory action research
PAR has a social and community orientation and an emphasis on research that
contributes to emancipation or change in our society. The purpose of
participatory action research is to improve the quality of people’s organizations,
communities, and family lives (Stringer, 2007).
CHARACTERISTICS OF ACTION RESEARCH
• A practical focus
• The educator–researcher’s own practices
• Collaboration
• A dynamic process
• A plan of action Sharing research
IMPORTANCE OF ACTION RESEARCH
• Action research is an attractive option for teacher researchers, school
administrative staff, and other stakeholders in the teaching and learning
environment to consider Specifically, action research in education can be
defined as the process of studying a school situation to understand and improve
the quality of the educative process.
• It provides practitioners with new knowledge and understanding about how to
improve educational practices or resolve significant problems in classrooms and
schools.
• Action research uses a systematic process, is participatory in nature, and offers
multiple, beneficial opportunities for those professionals working within the
teaching profession.
STEPS IN AN ACTION RESEARCH STUDY
• Determine if Action Research is the best design to use
• Identify a problem to study
• Locate resources to help address the problem
• Identify information you will need
• Implement the data collection
• Analyse the data
• Develop a plan for action
• Implement the plan and reflect
EVALUATION OF AN ACTION RESEARCH STUDY
• Focuses on an issue in practice or an issue in the local community.
• Collects multiple sources of data (often quantitative and qualitative) to help
address the problem.
• Collaborates with others during the study to find the best solutions.
• Shows respect for all collaborators so they are equal partners in the action
research process.
• Advances a plan of action for trying to solve the problem.
• Reflects on his/her own development as a professional.
• Helps to enhance the lives of participants by solving a problem, empowering
them, changing them, or providing them with new understandings.
• Develops a plan recommending changes to practice.
• Reports the research in a way that is understandable and useful to audiences,
including other professionals.
EXAMPLE OF ACTION RESEARCH
Example :
1. Identification of Problem Areas
The first step of action research is to identify the problem area. The researcher,
as a first step of action research identifies the problem area. Various subjects are
taught in the class such as English, Maths, Hindi, Science etc. The researcher
selected the English Teaching as problem area because he observed during his
own teaching duration that there are various such aspects of English subject,
which need some research work. In class, various small problems come across
which need probing regarding their causes.
2. Selection of a Problem
After identifying the problem area it is essential to concentrate the attention on
some specific problem. The selection of the problem is also accompanied by its
delimitation. The research, during English teaching found that the handwriting
of most of the students is very bad, specially of fifth class students. Hence, the
researcher selected this problem for his research so that the causes of bad
handwriting of fifth class students can be explored. Therefore, the statement of
the problem for this action research was framed in this manner, "Causes of bad
handwriting in English Subject of Class 5th students.
3. Analysis of Causes of the Problem
 After identifying and specifying the problem, the possible causes were
considered and the related evidences were collected. These causes are
imaginative and their validity is yet to be established and this has been done so
by various techniques.
While selecting these causes the following points were taken into
consideration:
(i) These causes should be logical.
(ii) The validity of these causes should be testable.
(iii) The causes should be expressed in clear language.
(iv) What other factors control these factors.
Keeping in view, the above-mentioned criteria, the following list of causes was
prepared:
(i) Carelessness on the part of the teachers.
(ii) Carelessness on the part of the parents.
(iii) Lack of motivation from teachers.
(iv) Unhygienic living environment.
(v) Unsound mental condition of students.
(vi) Lack of aesthetic sense in teachers.
(vii) Lack of sources for writing work.
(viii) Lack of obedience in pupils.
(ix) Lack of self-confidence.
Such analysis of above-mentioned causes, in order to conduct action research,
helped a lot in formulating action-hypotheses i.e., the same cause worked as
basis for the formulation of the following hypotheses.
4. Formulation of Action Hypotheses
For action research the following hypotheses were formulated
(i) Hypothesis 1: Teachers never cared for improving the handwriting.
(ii) Hypothesis 2: Parents never cared for improving the handwriting.
(iii) Hypothesis 3: There was no motivation for improving the handwriting.
(iv) Hypothesis 4: The environment for living was not healthy.
(v) Hypothesis 5: The students lacked self-confidence.
(vi) Hypothesis 6: The mental state of students was not stable
5. Testing of Action Hypotheses
Hypothesis 1: Hypothesis 1 is concerned with the carelessness used by
teachers. To test this hypothesis, the copies of 15 students were checked. These
copies were of previous class of 5th class students i.e., 4th class. It was found in
these copies that no teacher gave any comment on the handwriting aspect. Only
completion of work and curriculum was emphasised. After looking at these
copies, the researcher examined the truth of this situation by asking the
following questions :
Q. 1. Did your teacher ever assign you any home work pertaining to
handwriting in your previous class?
Pupils' Response: No, such homework was never assigned.
Q. 2. Were you all ever informed about the use of cursive writing skill?
Pupils' Response: No, nothing was told to us about cursive writing. Hence it
was found that the pupils know nothing about the skill of cursive writing. This
indicates that the teachers never paid any attention towards the handwriting and
they always neglected it. Therefore, hypothesis No. I was accepted and it
proved true.
Hypothesis 2: Hypothesis 2 is concerned with the carelessness of the parents.
The copies of the IS students were checked. These copies were also of the
previous class of these students. These copies bore signatures of the parents, but
no parent complained about the bad handwriting of their wards. In order to
prove this, the parents of these pupils were subjected to an interview and the
following questions were asked:
Q. 1. Did you ever pay any attention towards the handwriting of your children?
Parent's Response : The various parents responded differently to this question.
The response were as follows:
i]Eight parents expressed the scarcity of time to pay attention towards the
handwriting of their children because they were employed.
(ii) Four parents responded that it was not serious matter, but learning of
everything was more essential for their children. Thus, if their handwriting was
not good, it made no difference to them. (iii) Three parents told that they did not
know English. From this interview it was concluded that the parents were
responsible for the bad handwriting of their children. Hence, the hypothesis 2
was accepted.
Hypothesis 3: The hypothesis 3 concerns with the lack of pupils' motivation.
For testing this hypothesis too, the copies of pupils were checked. No comments
were given regarding the good or bad handwriting in these copies (such as good,
better, best etc.). They were not motivated in any way. Hence, the hypothesis 3
was also accepted.

Hypothesis 4: This hypothesis is concerned with the unhealthy environment

and study facilities. The houses of 15 pupils were visited and it was found that
12 families were living in healthy environment and they had all the facilities of
studying such as separate study room and provision of extra tution. Rest of the
families belonged to rural background. Their houses were open and neat but
lacked separate study rooms.

It was concluded that this hypothesis cannot be accepted, because the pupils
had healthy environment and complete facilities for studying

Hypothesis 5: This hypothesis is concerned with the lack of confidence in

students. Fifteen students were asked the following questions:

Q. 1. Can anybody write a paragraph on "Zoo" on chalk board.

Pupil's Response: (Silence) The same question was repeated and 3-4 students
were asked to write some lines on "Zoo' on chalkboard. But there was no
response from the students. An estimate of the confidence in the students can be
made in this way. This result offered no resistance in accepting this hypothesis.

Hypothesis 6: This hypothesis is concerned with the bad metal state of the
students. To test this hypothesis, the parents and other teachers of the same
fifteen students were interviewed in which the nature of these students was
probed. All declared these students as having sound health. Also, all of them
made it clear that none of the students was mentally disturbed. The mental state
of these 15 students who had bad handwriting was sound. Therefore Hypothesis
6 was rejected. Mental state has no concern with bad handwriting

Evaluation of Results and Suggestions

As a result of above tests, the following causes were found responsible for bad
handwriting:

(i) Demonstration of carelessness by the subject teachers towards handwriting.

Keeping in mind this cause the teacher must assign home work related to
handwriting and the same should be evaluated too properly. In addition to this,
every student should be provided an opportunity of writing on chalkboard. The
students should be told about the skill of handwriting and its importance should
be made clear.

(ii) Demonstration of carelessness by parents towards handwriting. The

demonstration of carelessness by the parents towards handwriting proved a very
important cause. The parents who do not give any importance to good
handwriting, should be made aware of its importance. They must take steps to
improve the handwriting of their children.

(iii) Lack of motivation by teachers for good handwriting. This motivation can
be provided by giving reinforcement. This will motivate other students too for
good handwriting. The teacher can organise competition for handwriting and
appropriate prizes can be given.

(iv) Lack of self confidence in students. The teacher should mobilise self-
confidence in such students. For this, he should provide opportunity for writing
on chalkboard and they should be encouraged by supporting their efforts.
CONTINUOUS AND COMPREHENSIVE EVALUATION
(CCE)
INTRODUCTION TO CCE
Continuous and Comprehensive Evaluation (CCE) was a procedure of
assessment, directed by the Right to Education Act, of India in 2009. This
assessment proposal was introduced by state governments in India, as well as by
the Central Board of Secondary Education in India, for students of sixth to tenth
class and twelfth in some schools.
MEANING OF CCE
Continuous and Comprehensive Evaluation (CCE) refers to a system of school-
based evaluation of students that covers all features of students’ development. It
is a developmental process of assessment that stresses two-fold objectives i.e.
continuousness in evaluation and assessment of broad-based learning and
behavioral outcomes on the other. According to this scheme, the term
'continuous' is meant to accentuate that the evaluation of identified aspects of
students’ growth and development is a continuous process rather than an
incident, built into the total teaching-learning process and spread over the whole
duration of the academic session. The second term `comprehensive’ means that
the scheme tries to cover both the scholastic and the co-scholastic aspects of
students’ growth and development.
AIMS OF CONTINUOUS AND COMPREHENSIVE EVALUATION
The following are the aims of Continuous and Comprehensive Evaluation
(CCE):
• The main aim of CCE was to assess every aspect of the child during their
presence at the school.
• CCE helps in minimizing the stress on children.
• Make assessment comprehensive & regular.
• Provide space for the teacher for prolific teaching.
• Provide a tool for detection & corrections.
• Produce learners with greater skill
FEATURES OF CONTINUOUS AND COMPREHENSIVE EVALUATION
The following are the features of Continuous and Comprehensive Evaluation
(CCE):
 • The ‘continuous’ aspect of CCE takes care of ‘continual’ and ‘periodicity’
features of assessment.
• The ‘comprehensive’ elements of CCE take care of the assessment of the all-
around development of the child’s personality.
• The continuous and comprehensive evaluation includes both Scholastic as
well as Co-Scholastic aspects of the pupil’s growth. Scholastic aspects cover
curricular areas or subject-specific areas, while co-scholastic aspects consist of
Life Skills, Co-Curricular Activities, Attitudes, and Values.
• Assessment in Co-Scholastic areas is done using several techniques based on
recognized criteria, while assessment in Life Skills is done based on indicators
of Assessment and checklists.
FUNCTIONS OF CONTINUOUS AND COMPREHENSIVE EVALUATION
There are many functions that CCE performs. Some of them are listed below:
• CCE helps the teacher to systematize efficacious teaching strategies.
• Continuous evaluation serves to detect weaknesses and permits the teacher to
ascertain certain individual learners.
• Through continuous assessments, students can know their strengths and
weaknesses.
• CCE helps in identifying changes in attitudes and value systems.
• CCE provides information on the progress of students in scholastic and co-
scholastic areas which results in forecasting the future success of the learners
ASPECTS OF CCE
Continuous and Comprehensive Evaluation considers both the scholastic and
co-scholastic aspects.
(A)Scholastic
Assessment Scholastic aspects include curricular areas or subject-specific
areas. These areas focus on oral and written class tests, cycle tests, activity tests,
and daily class performances of all subjects to improve writing and speaking
skills. Scholastic assessment should be both Formative and Summative.
Formative Assessment
The formative assessment consists of diagnostic testing, which is the extent of
formal and informal assessment procedures conducted by teachers during the
learning process to alter teaching and learning activities to improve student
achievement. It typically involves qualitative feedback for both student and
teacher that is the basis of the details of content and performance. It is
commonly compared with summative assessment, which attempts to monitor
educational outcomes, often for purposes of external responsibility.
Features of Formative Assessment:
• It makes provision for effective feedback.
• It provides a plan for the active involvement of students in their learning
• It helps the student to support their peers’ group and vice-versa.
• It helps in integrating diverse learning styles to decide how and what to teach.
• co-scholastic aspects include Life Skills, Co-Curricular Activities, Attitudes,
and Values.
• It provides the student with a chance to improve their scores after they get
feedback.
• It helps in the detection and correction of the assessment process.
Summative Assessment
Summative assessment is an assessment of students where the focus is on the
consequences of a program. The goal of summative assessment is to assess
student learning at the end of an instructional unit by comparing it against a
norm.
Features of Summative assessment:
• It can be done at the end of a unit or semester to display the sum of what they
learn or whatnot.
• This is the contrast to formative assessment, which summarizes the
participants' development at a particular time.
• It is a conventional way of assessing students' work.
(B) Co-scholastic
Assessment Co-Scholastic Areas of Assessment: The areas of Co-scholastic
assessment focus on increasing the skills of a student in general knowledge,
environmental education, physical education, art, music and dance, and
computers. These are evaluated through quizzes, competitions, and activities.
A school-based continuous and comprehensive evaluation system helps a
learner in the following ways:
• It reduces stress on children.
• It makes evaluation comprehensive and regular.
• It provides a tool for the detection and correction of action
• It provides space for the teacher for creative teaching.
• It produces learners with greater skills.
Characteristics of School-Based CCE:
School-based CCE has the following characteristics:
• It is comprehensive, broader, and continuous than the traditional system.
• It aims primarily to help learners with orderly learning and development.
• It takes care of the needs of the learner as responsible citizens of the future.
• It is more translucent, and advanced, and provides more scope for
interconnection among learners, teachers, and parents.
PARADIGMS/CRITERION OF ASSESSMENTS
Assessment of Learning: The ‘assessment of learning is defined as a process
whereby someone tries to describe and measure the quantity of the knowledge,
attitudes, or skills organized by another. In this type of learning teachers’
directions is most important and the student has meagre involvement in the
design or execution of the assessment process in these situations. In this
assessment teacher designs learning and collect proof. A teacher also judges
what has been learned by students or whatnot.
Assessment for learning: The assessment for learning involves an increased
level of student freedom, but not without teacher instructions and cooperation.
The assessment for learning is sometimes seen as having a relation to ‘formative
assessment’. More emphasis is laid on giving useful advice to the student and
less emphasis on the giving marks and grading function. In this assessment
teacher designs learning and designs an evaluation process with feedback from
the student.
Assessment as learning: This assessment may be more connected with
diagnostics assessment and can be constructed with more importance on peer
learning. It generates chances for self-assessment and peer assessment. Students
take increased responsibility for producing quality information about their
learning and of others. Teachers and students construct together learning,
assessment, and learning progress.
TOOLS AND TECHNIQUES OF LEARNING
There are two main purposes of evaluation. The first is to provide
developmental feedback to the learner, secondly, it is to qualitatively classify a
learner based on their learning outcome against a set of norms. Multiple tools
can be used for assessment. Similarly, more than one assessment tool can be
used in various assessment techniques. Assessment tools can be of two types i.e.
standardized and non-standardized

Standardized tools of assessment

These tools have the characteristics of objectivity, reliability, validity, and

quality of discerning between a high performer. Different types of validates, e.g.
construct, content and concurrent validity take care of balance and pertinency.
Speed is a factor in some tests, but not a common element in all tests.
Psychological tests and inventories like intelligence and aptitude tests, interests
and study habits inventories, attitudes scales, etc have those properties.

Non-standardized tools

Non- standardized tests are teacher-made tests, rating scales, observation

schedules, interview schedules, questionnaires, opinionnaires, checklists, etc.
Now we will deal primarily with the tools of assessment set in the context of
techniques. Some of the tools and techniques of evaluation are:

Portfolio: A student portfolio is a collection of academic work and other forms

of educational proof assembled to evaluate coursework quality, learning
progress, and academic achievement and determine whether students have met
learning standards or other academic requirements for courses, and grade level.
Anecdotal Records: An anecdotal record is an examination that is written like
a short story. They are the explanation of occasions or events that are important
to the person perceiving. Anecdotal records are short, objective, and as correct
as possible.

Checklists: Checklists usually offer a yes/no format concerning student

illustration of particular criteria. This is similar to a light switch; the light is
either on or off. They may be used in recording observations of an individual, a
group, or a whole class.

Rating Scales: Rating Scales allow teachers to show the degree or frequency of
the behaviours, skills, and strategies displayed by the learner. To continue the
light switch analogy, a rating scale is like a feeble switch that provides scope for
performance levels.

Assignment: Assignments are a type of refinement to a variable. It is a task

given to students by their teachers to be completed out of class time.

Observation: In observation information about a child is collected in a natural

setting in and outside the classes with the help of observation.

Questions: Questions are the frequently applied tool for finding out what
children know, think, imagine, and feel. A teacher, in the course of teaching,
comes to know of learning difficulties in children by asking questions.
Questions may be of various types like essay-type questions, short answer type
questions, very short answer type questions, and objective type questions.

Document analysis: Document analysis is a type of qualitative research in

which documents are appraised by the analyst to evaluate an estimation theme
PROBLEMS FACED BY TEACHERS IN CCE

Large strength of learners

Many students may cause the teacher difficulty in managing the students and he
or she may also not be able to offer individual attention.

Time Constraints

CCE requires a lot of time that teachers must spend evaluating the learners and
hence, this can put additional strain on teachers due to which there may be a
negative influence on the assessment of learners.

Additional Tasks

Along with an increased volume of work, teachers may also have to perform
additional tasks which may not suit their liking.

Negligent attitude of parents

Some parent specially uneducated parents do not support the CCE system.
They think of CCE activities as a waste of time, money (amounts spent in
making projects) and efforts. Many of them favour the traditional approach of
terminal examination. Parent lack of support affects the performance of child
adversely and further makes the tasks of the teacher tougher. There are many
financial constraints associated with it as it may not suit the pocket of every
child.

Increased Volume of Work

Due to CCE, learners have to give various tests throughout the year and due to
this, it can be an increased burden not only for the learners but for the teachers
as well.