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REVIEW OF RELATED LITERATURE:
According to National Curriculum Framework (NCF, 2005) CCE has frequently been cited as
the only meaningful kind of evaluation and it also requires much more careful thinking
through about when it is to be employed in a system effectively. Such evaluation places a lot
of demand on teachers' time and ability to maintain meticulous records, if it is to be
meaningfully executed and have any reliability as an assessment. CCE has of course been
implemented in various parts of our country but to what extent it is actually and effectively
being implemented has to be found out.
Bal Rakshase (2015), has studied on Recent Trends in Education and its Relation with Self-
concept, Emotional Intelligence and Academic Achievement of Secondary School Students.
In the present study, researcher has examined the role continuous and comprehensive
evaluation and its impact on various personality aspects of pupil, i.e. self-concept, emotional
intelligence and academic achievement. Sample group of 100 students from Nashik district in
Maharashtra and belongs to Marathi and English medium. Researcher has found that there is
a significant correlation between Continuous and Comprehensive evaluation and Self-
Concept, Emotional intelligence and academic achievement of the secondary school going
students.
Shashi Prabha (2015), studied on teachers opinions about the qualitative change in the
teaching learning after implementation of CCE on the school system of India. The sample of
the study was one hundred teachers from CBSE affiliated schools of Delhi. Some major
findings are – a great majority of teachers 82 % hold the view that quality of teaching
learning has deteriorated after implementation of CCE and 97 % teachers have observed that
students do not learn to work hard on reaching higher secondary stage from secondary stage
due to CCE.
Shruti Raina & Verma L.K (2015), have studied on Continuous and comprehensive
evaluation- A study of teachers attitude. In the present study, teachers attitude towards
CCE was studied. Data was collected from teachers (N=144) of CBSE affiliated schools of
Jammu province. Results reflect the uncertainty and mixed feelings of the teachers towards
CCE.
Yadu K.M. & Kiran Kumar K.S. (2015), have researched on a study on awareness of CCE among
secondary school. The sample of 30 secondary school teachers was drawn from selected schools of
Shikaripura taluka. A self-made questionnaire comprising 30 questions were used in this study. Major
finding of the study reveals that teachers are not adequately prepared for the effective execution of
CCE in schools.
Christian Alabekee Egbulefu (2014), have studied on The impact of formative assessment
strategies of teachers on secondary school students achievement in economics. Using a pre-
test, post- test, control group quasi- experimental design, an Economics Achievement test
(E.A.T) was administered to 154 senior secondary one students of two intact classes. The
result shows that those exposed to formative assessment strategies of teachers performed
more than those who were not exposed to it. It further shows that male students out
performed than female students in the formative assessment strategies of teachers. There was
a significant difference in the Economics achievement of students who received formative
assessment strategies and those who did not receive as well as between male and female
Economics students.
J. Godwin Prem Singh & Prajina P.V. (2014), studied on Continuous and Comprehensive
Evaluation- A Mean to the Educational Advancement of Tribal Students. This study was
conducted by the Kerala Institute of Local Administration in association with the Scheduled
Tribe Welfare Department reveals most of them used to drop out from schools at the primary
level itself. It is undoubtedly states that the CCE can make a substantial change in the school
environment of tribal students.
Prashant Thote (2014), studied on An analysis of attitude of secondary school teachers
towards FDP of CCE. The study was conducted on a total sample of 200 secondary school
teaches of Central India. It is concluded that there is no significant difference between Rural
and Urban, Male and Female and Teaching Experience (1-10 and11-20+) teachers attitude
towards in-service training programs of CCE. Therefore it is concluded that there is no
significant difference between Government and Private teachers attitude towards in-service
training programs of CCE.
T.Manichander & M.Brindhamani(2014), studied on perception of school teachers with
reference to continuous and comprehensive evaluation. For this study researcher has taken
250 teachers from Kancheepuram district. The result of the study shows that there is no
significant different between the perception of male and female teacher about CCE except the
non-scholastic assessment.
T.S.Anitha (2014), studied on Comparative study on the Opinion of Government and
private school teachers of Chittoor district towards Continuous and Comprehensive
Evaluation. For this purpose the sample of 100 teachers were purposively selected. The
overall results indicates that there is significant difference between the opinion of school
teachers towards continuous comprehensive evaluation in relation to Gender and type of
management of school. As far as teachers perception of CCE is concerned. The results of the
study indicate moderate acceptability of CCE by the government school teachers.
Vinita Chopra & Ranjana Bhatia (2014), have studied on practices of teachers' in
implementing of continuous and comprehensive evaluation an exploratory study. Twenty
Trained Graduate Teachers (TGT's), 10 from Kendriya Vidyalayas and 10 from Private
schools were chosen from five districts of New Delhi. The results revels that most of the
teacher use assessment to diagnose the problem areas for remediation and enrichment of
students.
Angadi G.R. & M.B. Akki (2013), have studied on Impact of continuous and
comprehensive evaluation and fixed interval schedule reinforcement on academic
achievement of secondary school students in English at Bijapur. This study reveals that the
CCE has stronger impact on learning and academic achievements in the subject of English.
C. Nagaraj & P. Nagaraj (2013), have studied on Traditional and Contemporary
Evaluation: A Comparative Study. The sample taken for the study is 34, includes 18 boys
and 16 girls of VII Std children at Divine Vidyalaya Matriculation School, Doddagajanur,
Thalavadi Block. The result of the study shows that implementation of new teaching methods
and tools in CCE system, improved childrens scoring rather than traditional evaluation.
Deepa S. Kauts & Vishavpreet Kaur (2013), have studied on perception and attitude of
teachers from rural and urban background towards continuous and comprehensive evaluation
at secondary level. The sample of the study was 100 teachers, 50 from rural and 50 from
urban schools of CBSE from Jalandhar city. It was found that there is significance difference
between perception of teachers from rural and urban background and rural school teachers
perceived CCE in a better way than Urban School Teachers.
Himani Anand, Gargi Sharma & Rubeena Khatoon (2013), studied on a comparative
study of stress in continuous and comprehensive evaluation system consisted of 30 students
in Continuous Evaluation System taken from Dayalbagh University (Group-I) and 30
students in Comprehensive Evaluation System taken from Agra University (Group-II). The
study shows that there is a significant difference in the stress level of students studying in
continuous and comprehensive evaluation system.
Shweta Shandilya (2013), studied on Perception of Teachers about Implementing CCE.
The target population of the present study consisted of secondary school teachers of different
CBSE Board schools of urban area of Varanasi. 30 schools were selected randomly and 10
teachers were again selected randomly from each school as sample for data collection. It was
found that 29% teachers have low level of favorable attitude towards CCE regarding
evaluation of attitude and values. 66% teachers have average level of favorable attitude
towards implementing CCE in schools in this regard whereas only 5% teachers were found to
have high level of favorable attitude towards implementation of CCE related to attitude and
values in schools.
T.S.Anitha (2013), has studied on comparative study on the opinion of government and
private school teachers of Chittoor district towards Continuous and comprehensive
evaluation. The sample of the study was taken 50 teachers from government and 50 from
private school. The result of the study shows that no significant difference between the
opinion of government and private school teachers towards continuous comprehensive
evaluation.
Anton Havnes et al. (2012), studied on Formative assessment and feedback: Making
learning visible. The research is linked to a 2-year intervention project involving six
Norwegian upper secondary schools, and with a particular focus on vocational training and
the three core subjects: English, Norwegian and Mathematics. Survey data was collected
from five schools, including both vocationally and academically oriented education. Findings
show that there are significant differences in how students and teachers perceive feedback
practices. There are also significant differences between boys and girls, as well as within the
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