School is an institution where talents are nurtured. Therefore it becomes very important to continuously revise and introduce such measures and schemes which will impact the mind, characterand physical ability ofthe learner. Indian education is moving from summative to a continuous evaluation system. This study is an attempt to find out teachers’ perception about the scheme ofcontinuous and comprehensive evaluation, the problems they face while its execution and the suggestions that teachers want to give in making CCE effective and fruitful on ground realities.
The study followed the design of a descriptive survey and consisted a sample of 100 governmentschool teachers from Delhi region.
The result of the study revealed that currently the perception of government school teachers is average which indicates moderate acceptability of CCE by the teachers. The teachers are not adequately prepared for the effective execution of CCE in government schools. Further the study revealed that the large number of students in the classes, lack of appropriate training, inadequate infrastructure and teaching materials and increased volume of work act as barriers in smooth execution of CCE.
This study was an attempt to bring out the ground realities of CCE in government school and thus private schools were not included in the study.
The results ofthe study would help the school administration to identify the majorproblems that the teachers encounter in the classes while executing CCE and take up the appropriate steps in the areas where teachers seek help.
After the introduction of CCE by CBSE in its affiliated schools, this study was an attempt by the investigator to develop a deep understanding of such burning issue and find out the perception of teachers towards CCE.
Continuous and Comprehensive Evaluation, Evaluation, School Based Evaluation, Examination Reforms
