PAPER TOPIC - PAPER TOPIC - “CONTINUOUS “CONTINUOUS ASSESSMENT”ASSESSMENT”

CONTRIBUTORSCONTRIBUTORSDr. Shubhangi DhagatDr. Shubhangi Dhagat Ms. Pallavi Ms. Pallavi

Banerjee Banerjee Professor (Dept. of Commerce) Professor (Dept. of Commerce) Research ScholarResearch Scholar

Govt. Mahakoshal Arts & Commerce Govt. Mahakoshal Arts & Commerce Aut. CollegeAut. College

JabalpurJabalpur

Focus areas in the Focus areas in the presentationpresentation

Meaning of Continuous Meaning of Continuous AssessmentAssessment

Innovative methods for Innovative methods for Continuous AssessmentContinuous Assessment

Suggestion for further Suggestion for further improvementimprovement

CONTINUOUSCONTINUOUS ASSESSMENTASSESSMENT

DDiagnostic & iagnostic & RRemedialemedialMeaning - Meaning - Continuous assessment is a Continuous assessment is a

classroom strategy implemented by classroom strategy implemented by teachers to ascertain the knowledge, teachers to ascertain the knowledge, understanding, and skills attained understanding, and skills attained by pupils. It emphasizes two fold by pupils. It emphasizes two fold objectives - continuity in evaluation objectives - continuity in evaluation and assessment of broad based and assessment of broad based learning.learning.

Difference between Difference between Continuous Assessment & Continuous Assessment &

Semester ExamSemester ExamSemester Semester

ExaminationExamination Continuous Continuous AssessmentAssessment

Snapshot of the learner

Many snapshots of the learner

The present system of CCE The present system of CCE prevailing in Higher educationprevailing in Higher education( ( with reference to Higherwith reference to Higher Education in Education in Madhya Madhya

PradeshPradesh))( Semester)( Semester) Continuous Comprehensive Continuous Comprehensive

EvaluationEvaluation CCE - ICCE - I

(15% of Max. Marks (15% of Max. Marks of the Subject) of the Subject)

CCE - IICCE - II(15% of Max. Marks (15% of Max. Marks

of the Subject)of the Subject) Odd Odd SemesterSemester( I, III, V)( I, III, V)

To be To be completed till completed till the end of the end of August August

To be To be completed till completed till the end of the end of September September

Even Even SemesterSemester( II, IV, VI)( II, IV, VI)

To be To be completed till completed till the end of the end of January January

To be To be completed till completed till the end of the end of February February

Focus areas in the Focus areas in the present system of CCE present system of CCE

SystemSystem1.1. Intensive documentation Intensive documentation 2.2. Lack the required skills in Lack the required skills in

teachers.teachers.3.3. Teachers are more concerned Teachers are more concerned

with completion of formal with completion of formal documentation than judicious documentation than judicious assessment.assessment.

4.4. More attention is required on More attention is required on holistic student development.holistic student development.

55.Improper teacher-student ratio..Improper teacher-student ratio.6.6.Reduce in teacher-pupil contact Reduce in teacher-pupil contact

hourshours7.7. Tendency on the part of Tendency on the part of

teachers to use test questions teachers to use test questions that are easier to mark.that are easier to mark.

8.8. Lack of required feedback & Lack of required feedback & remedial instructions.remedial instructions.

9.9. No weightage is given to co- No weightage is given to co-curricular activities in the curricular activities in the academic marking.academic marking.

INNOVATIVE METHODS INNOVATIVE METHODS FOR CONTINUOUS FOR CONTINUOUS

ASSESSMENTASSESSMENT 1.1. Before and AfterBefore and After Lecture Lecture AssessmentAssessment

Method -Method - Before the class 1 min. is Before the class 1 min. is given to students to quickly jot given to students to quickly jot down the thing that confuses them down the thing that confuses them the most about the assigned the most about the assigned materials. At the end of the class, materials. At the end of the class, 10 seconds are again given to the 10 seconds are again given to the students to jot down, whether or not students to jot down, whether or not they are still confusedthey are still confused

Objective- Objective- clear up students’ confusion clear up students’ confusion during the class discussions.during the class discussions.

2. Minute Paper2. Minute Paper Method - Method - Several minutes before Several minutes before

the end of class, the teacher might the end of class, the teacher might stop his/her lecture and ask the stop his/her lecture and ask the students to take one or two minutes students to take one or two minutes to answer, in writing, several to answer, in writing, several questions about the day’s work.questions about the day’s work.

Objective- Objective- AAssess student’s ability ssess student’s ability to recall and understand and to recall and understand and student’s ability to self-assess their student’s ability to self-assess their learning and understandinglearning and understanding

3. Punctuated Lectures3. Punctuated Lectures

Method - Method - After completion of a After completion of a portion of the presentation, the portion of the presentation, the teacher stops the action and asks teacher stops the action and asks the students to write whatever they the students to write whatever they have gained through the lecture.have gained through the lecture.

Objective- Objective- EEncourage students to ncourage students to become self-monitoring listeners become self-monitoring listeners and self-reflective learners.and self-reflective learners.

4. Classroom Opinion Polls4. Classroom Opinion Polls

Method –Method – Students poll can be Students poll can be taken over controversial or taken over controversial or debatable issues related to topic in debatable issues related to topic in class. class.

Objective-Objective- Judge the attentiveness Judge the attentiveness in class & helps the students learn in class & helps the students learn about their own opinions as well as about their own opinions as well as compare those opinions to others’.compare those opinions to others’.

5. Reading Reaction5. Reading Reaction

Method – Method – Compels the students to Compels the students to slow down the reading process and slow down the reading process and provokes critical thinking about what provokes critical thinking about what they have read. Emphasizes they have read. Emphasizes “thinking” instead of simply taking “thinking” instead of simply taking in the wordsin the words..

Objective- Objective- Develop skills needed for Develop skills needed for critical thinking and argument critical thinking and argument constructionconstruction..

6. Paper Reaction Exercise (as 6. Paper Reaction Exercise (as an improvement chance)an improvement chance)

Method – Method – Can be brought into use as Can be brought into use as an improvement chance for the an improvement chance for the students after giving an exam. To be students after giving an exam. To be conducted whenever the student is conducted whenever the student is mentally peaceful and in a position to mentally peaceful and in a position to give a deep thought and express give a deep thought and express his/her views freely.his/her views freely.

Objective- Objective- Develop logical & critical Develop logical & critical thinkingthinking

7. Systematic Progression of 7. Systematic Progression of AssignmentsAssignments

Method – Method – Assignments that are Assignments that are scheduled throughout the semester scheduled throughout the semester to track student’s progress on to track student’s progress on specific learning objectives. Each specific learning objectives. Each assignment is connected both to assignment is connected both to the one before and to the one after the one before and to the one after

Objective-Objective- Maintain a formal Maintain a formal record of student progress record of student progress

8. Pre/Post-Test Survey8. Pre/Post-Test Survey

Method – Method – Pre-test surveyPre-test survey at the at the beginning of the semester would beginning of the semester would reveal the extent of student knowledge reveal the extent of student knowledge and understanding about key course and understanding about key course concepts. Post testconcepts. Post test at the end of the at the end of the semester would demonstrate student semester would demonstrate student achievement over time. achievement over time.

Objective- Objective- Track students progress Track students progress over time.over time.

9. Portfolio Analysis9. Portfolio Analysis Method – Method – It includes a series of It includes a series of

writing assignments in increasing writing assignments in increasing order of difficulty or all work that the order of difficulty or all work that the student has produced for a particular student has produced for a particular course. Evaluates the extent of course. Evaluates the extent of learning based on the progression of learning based on the progression of the work from the first assignment the work from the first assignment until the last. until the last.

Objective- Objective- See the progression of See the progression of students’ performance over timestudents’ performance over time..

10. Directed Paraphrasing10. Directed ParaphrasingMethod – Method – Involves selection of an Involves selection of an

important theory, concept or important theory, concept or argument that students have studied argument that students have studied in some depth and identifying a real in some depth and identifying a real audience to whom the students audience to whom the students should be able to explain this should be able to explain this material in their own words.material in their own words.

Objective- Objective- Develop and enhance Develop and enhance public speaking skills as well as public speaking skills as well as learning.learning.

KEY STRATEGIES FOR KEY STRATEGIES FOR EFFECTIVE CONTINUOUS EFFECTIVE CONTINUOUS

ASSESSMENTASSESSMENT1.1. Misconception/Preconception CheckMisconception/Preconception Check 2.2. Muddiest PointMuddiest Point 3.3. Background Knowledge ProbesBackground Knowledge Probes4.4. Clarifying, sharing, and Clarifying, sharing, and

understanding goals for learning understanding goals for learning and criteria for success with and criteria for success with learnerslearners..

5.5. Providing feedback that moves Providing feedback that moves learning forwardlearning forward..

6. 6. Activating students as owners of Activating students as owners of their own learningtheir own learning..

7. 7. Activating students as learning Activating students as learning resources for one anotherresources for one another..

8. 8. Chain NotesChain Notes..

SUGGESTIONSSUGGESTIONS

• Reducing the number of CCEs to Reducing the number of CCEs to per semester would help make per semester would help make continuous assessment more continuous assessment more fruitful. It would reduce the fruitful. It would reduce the unwanted stress on students as unwanted stress on students as well as teachers. well as teachers.

2.2. Regular workshops and trainings Regular workshops and trainings should be conducted particularly in should be conducted particularly in the underdeveloped states of the the underdeveloped states of the country so that the effective system country so that the effective system of continuous assessment of continuous assessment penetrates down to the root level. penetrates down to the root level.

3.3. Effective implementation and execution Effective implementation and execution of the CCE system can be linked with of the CCE system can be linked with teacher evaluation in higher education teacher evaluation in higher education so that everyone becomes more so that everyone becomes more conscious of achieving the educational conscious of achieving the educational objectives.objectives.

4.4. Instead of the foundation course Instead of the foundation course subjects (Hindi, English & subjects (Hindi, English & Environmental Science) various Environmental Science) various techniques and tools can be introduced techniques and tools can be introduced to enhance students’ capacity related to to enhance students’ capacity related to personal, social and job related personal, social and job related communication in appropriate manner.communication in appropriate manner.

55. . Subject specific continuous assessment Subject specific continuous assessment manuals can be developed which manuals can be developed which would give the assessors a better would give the assessors a better insight on the types of techniques insight on the types of techniques which can be used to make the best which can be used to make the best possible assessment and also possible assessment and also encourage students’ participation. encourage students’ participation.

6.6. Holding regular workshops to develop Holding regular workshops to develop the required skills in the students and the required skills in the students and to strength the teacher-taught to strength the teacher-taught relationship would further make the relationship would further make the continuous assessment process more continuous assessment process more effective.effective.

7.7. Appropriate teacher-student ratio Appropriate teacher-student ratio needs to set up to ensure needs to set up to ensure individualized supervision during individualized supervision during the continuous assessments.the continuous assessments.

8.8. Regular and effective feedback Regular and effective feedback should be given to the students on should be given to the students on their performance. Based on the their performance. Based on the feedback the required remedial feedback the required remedial instruction and assistance should instruction and assistance should also be given to ensure the growth also be given to ensure the growth and development in the student.and development in the student.

9.9. It is suggested that some It is suggested that some weightage should be given to the weightage should be given to the co-curricular activities in which co-curricular activities in which the students participate the students participate throughout the year to cater to the throughout the year to cater to the individual differences. It would individual differences. It would give some advantage to those give some advantage to those students who excel in co-curricular students who excel in co-curricular activities but somewhere lack in activities but somewhere lack in academic performance. academic performance.

CONCLUSIONCONCLUSIONContinuous assessment has made Continuous assessment has made learning an ongoing activity which learning an ongoing activity which

goes on with or without the goes on with or without the examinations. examinations.

In our opinion the process of evaluation In our opinion the process of evaluation can never be static. It’s got to be can never be static. It’s got to be

rational and dynamic in the light of rational and dynamic in the light of changing need of the society, level of changing need of the society, level of institutions, socio-economic needs of institutions, socio-economic needs of

the country and the changing the country and the changing teacher-taught relationship. teacher-taught relationship.