CBSE has introduced Continuous and Comprehensive Evaluation ( CCE ) in standard IX and X from 2009. CCE refers to system of school based rating of a pupil that covers all facets of a pupil development. It emphasizes continuity in rating and appraisal of wide based acquisition and behavioral results on the other. Effectiveness of CCE depends on instructors positive attitudes towards it. Hence. this paper surveies the attitude of societal scientific discipline instructors towards CCE at secondary degree in relation to their gender. country and learning experience. The survey was descriptive in nature. An Attitude Scale towards CCE developed by Investigator. holding 40 points was administered to the respondents to find the subjects’ attitude towards CCE. All the societal scientific discipline instructors. learning at secondary degree in West District of Sikkim constituted the population of the survey. Fifty societal scientific discipline instructor consisting male and female. rural and urban and less than and above eight old ages of experience were selected as a sample of the survey.
Two to four societal scientific discipline instructors were selected at random from the sampled establishments. Mean. Standard Deviation. t-test. Quartile Deviation were applied to mensurate and compare the attitude of societal scientific discipline instructors towards CCE. The analysis of the informations revealed that the bulk of the societal scientific discipline instructors possess positive attitude towards CCE. It was found that there was no important difference in attitude towards CCE between the female and male societal scientific discipline instructors. Teacher working in rural secondary schools were found same attitude towards CCE as compared to the instructors working in urban schools. It uncovered the fact that the instructors holding less than eight old ages of experience are every bit committed and possess positive attitude towards CCE as compared to the instructors holding more than eight old ages of experience. The in- deepness qualitative survey should be conducted to look into variable impacting attitude of societal scientific discipline instructors at secondary degree.
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Cardinal words: Attitude. societal scientific discipline instructors. uninterrupted and comprehensive rating. secondary degree.
The chief purpose of instruction is to convey holistic development in the scholar. Through instruction all persons can accomplish illustriousness and go responsible and productive citizens. Since clip immemorial tonss of attempts have been given to leave quality instruction to the younger coevals sing them as state assets but results were ever remain questionable. System gave more drift for conveying the information but less importance on understanding the demand of scholar. System emphasizes more on cognitive development of the scholar. but for any pupil to carry through his her possible. seasonably and proper appraisal is even more imperative as merely after this is done can proper counsel be given on how to travel frontward. better. develop different aspects of personality. Polish unsmooth borders. till the finished merchandise emerges like crystals. Comprehensive. proper and timely appraisal is missing in today’s system which values and so glorifies larning by rote.
Keeping in position of demand of choice instruction. late new enterprise has been done in the field of rating. concentrating to diminish the accrued emphasis of board tests on the pupils and to present a more unvarying and comprehensive form in instruction for the kids all over the state. Concept of Continuous and Comprehensive Evaluation is a procedure of finding the extent to which the aims are achieved. It is non merely concerned with the assessment of accomplishment. but besides with its betterment. As proving. rating is besides concerned with designation of larning experiences and educative environment to bring forth alterations in the learner’s behavior. It involves information assemblage. information processing. judgement forming. and decision-making.
Effective execution of Continuous and Comprehensive Evaluation is depending on teachers’ attitudes as they are the cardinal individual in the transmittal and execution of the system. Teacher is instrumental for better appraisal of the pupils. He is required to hold a higher grade of involvement to accept the invention in instruction because of altering fortunes. A good instructor is expected to be committed to his work and have the ability to take the enterprise ( Sparks. 1979 ) . The teachers did non cognize anything about the readying of the bluish print ; they were besides nescient about the aims of unit wise instruction ( Tewari 1975 ) shows their unfavorable attitude towards learning and rating.
As Continuous and Comprehensive Evaluation is the new enterprises in instruction significant bulk of the instructors seemed to believe that it promoted creativeness. analytical ability. regularity and bid over the topics by pupils. instructors responded positively to the uninterrupted rating system ( . Rao and Bharathi. 1989 ) . Continuous and Comprehensive Evaluation enable instructor and pupils to do judgements about the work undertaken ; to place their cognition. attitudes and accomplishments. and to understand the alterations that have occurred in these ; and to increase their ability to measure their acquisition and public presentation. CCE non merely helps in presenting classs and certifications but besides helps instructors to diagnosis larning trouble of the scholar.
Continuous rating would assist the topic instructors to name the lacks in their pupils so that they could follow appropriate disciplinary steps at the appropriate clip ( Rao. 1982 ) . CCE helps to teacher to determine the learning troubles among the scholar but it depends on their ability and attitude to utilize different types of tools and techniques. ( Thangamani. 1989 ) found the instructors working in Madurai metropolis higher secondary schools positive attitude towards unwritten scrutiny as a diagnostic device.
Continuity of appraisal from the first twenty-four hours of school is the premier motivation of CCE instead than exclusive depend on summational rating. Conventional rating system was emphasized on summational rating merely. Traditional rating system facilitates more rote acquisition. classify of students based on division and Markss instead than creativeness. societal and emotional development. Whereas. CCE ( Pareek. P. L. 1986 ) strategy does non similar scrutiny ; seek to sort the students into categories or divisions but aims basically at their all-around betterment or development. Appraisal is done from clip to clip with the purpose of detecting the extent of their advancement. their strengths and failings and so to take on that footing necessary stairss to convey about the coveted growing.
This strategy promotes healthy pupil teacher parent relationship by giving them uninterrupted and necessary feedback at frequent intervals to both instructors and parents. People’s attitudes towards new attack have an consequence on execution. It is besides valid for new attack of rating system i. e. . Continuous and Comprehensive Evaluation. The quality of instruction is straight related to quality of rating. Teacher is expected to non merely to get the hang the topic and assorted methods of learning but besides to demo that he is capable of choosing the assorted survey stuffs harmonizing to the instruction ends and varied group of students. He besides possesses the potencies to make a learning environment for the pupils ( Vermont and Verschaffel. 2000. The success of a course of study depends on its transactional schemes and the accomplishments of instructors in reading to pupils ( Pandey. 2000 ) .
They have to be after how to set up remedial learning for low and slow winners to convey them on an equal terms with their equals. The instructors are required to utilize the educational engineering to the upper limit and uninterrupted and comprehensive rating often. CCE implies non merely a alteration in rating patterns in the schoolroom but besides a paradigm displacement in the liberty and duty of instructors. Teachers are supposed to update him/ her with the latest cognition to get by up with the demand of the clip. Teachers’ deficiency of sense of duty and unfavorable attitude can non convey any alterations in rating system which was found ( Rao Manjula. 1998 ; 2001 ; 2002 ) that Evaluation patterns carried out in schools are still conventional in their nature and intents. The personal and societal qualities are wholly ignored due to miss of consciousness of what to be evaluated and how to measure. Assessment of incorrect things or the same scope of things excessively frequently is carried out. One doesn’t acquire a just and realistic image of what pupils have really mastered. ( Smita. 2002 )
CCE demands that the instructor should alter her schemes on the footing of the results continuously and orient them to the demands of single kids. The principal and the instructors should develop an action program bespeaking the strategy of rating. placing the undertaking and function of different activities and their clip agenda. manner of execution and feedback mechanism along with redress schemes ( Rajput and Kumar. 2003 ) . Unfavorable attitude of instructors towards Continuous and Comprehensive Evaluation can do the consequence of strategy more severely than the conventional rating system. ( Rao and Rao. 2008 ) the instructors were found to be entering automatically by merely seting tick against each pupil to fulfill the supervision and inspecting governments. Without the dedication and positive attitude towards the CCE the purpose of the strategy can non be accomplished.
Need OF THE STUDY
Continuous and comprehensive rating necessitates the usage of multiple rating techniques and tools in add-on to certain conventional 1s. This is required because different specific countries of student growing need different types of rating through certain techniques. The instructor has to choose the most appropriate technique for a state of affairs and develop the necessary tools for the same. and make up one’s mind upon the cyclicity and timing of rating. As a societal scientific discipline instructor. he/she should hold Knowledge and ability to build appraisal tools that are standard based appropriate for measuring the competences. Social scientific discipline instructor at secondary degree are covering with the adolescence scholar so they are expected to necessitate cognition. accomplishments of rating. committedness. and aid to supply remedial instruction.
Teacher should hold favorable attitude to utilize new invention in rating system. This survey hence seeks to supply some penetration into the attitude of societal scientific discipline instructors from some indiscriminately selected secondary and senior secondary schools in West District of Sikkim towards Continuous and Comprehensive Evaluation. The survey was delimited to West District and merely Government schools of Sikkim.
The aims of the survey were:
1. To analyze the attitude of Secondary Social Science Teachers towards the CCE. 2. To analyze the difference between male and female Secondary Social Science instructors attitude towards CCE. 3. To analyze the difference between rural and urban Secondary Social Science instructors attitude towards CCE and 4. To analyze the difference in instructors attitude towards CCE between the instructors holding more than and less than 8 old ages of learning experience.
Research Questions /Hypothesis
The research inquiry and hypotheses were:
1. Whether there is any attitudinal fluctuation among the secondary societal scientific discipline school instructors towards CCE? 2. There exists no important difference in attitudinal mark between male and female instructors towards CCE. 3. There exists no important difference in attitudinal between urban and rural societal scientific discipline instructors towards CCE 4. There exists no important difference in attitudinal mark between societal scientific discipline instructors holding less than and above eight old ages of experience towards CCE.
The present survey was undertaken utilizing the study method.
The research worker selected about 50 secondary societal scientific discipline instructors from the secondary and senior secondary schools of west territory. Sikkim on random selection footing as the mark group of the survey. The distribution of the sample selected for the survey were 20 seven female and 20 three male societal scientific discipline instructors of which merely twelve were from urban schools and 30 eight were from rural school once more from the same sample 20 three instructors were holding less than eight old ages and twenty seven were holding above eight old ages of learning experience.
In the survey of attitude. the research worker constructed the attitude graduated table for measuring the attitudes of societal scientific discipline instructors towards CCE at secondary degree. There were 40 statements in the graduated table holding 30 three positive and seven negative statements. It was constructed in five point graduated table runing from Strongly Agree. Agree. Undecided. Disagree and Strongly Disagree. Maximum weightage to each statement was five. So. the maximal mark of the graduated table was 200 and lower limit was 40.
Researcher personally contacted all the respondents and administered attitude graduated table to roll up the information. Clear instructions were prepared for the respondents. They were requested to travel through the general instructions foremost and so to react. The respondents were asked to make up one’s mind about their understanding with the statements and tag the relevant response candidly on the given infinite. Attitude graduated table and personal information sheet were distributed to topics with the petition to finish and return it every bit shortly as possible. The measuring of attitudes of these groups and the comparings therefore were undertaken to happen out the differences in the attitude of different groups. The comparing were aimed at turn uping the differences in the attitude towards CCE affected by the variable a ) gender. B ) the country of abode rural and urban. and degree Celsius ) learning experience- less than and more than eight old ages of learning experience.
STATISTICAL TECHNIQUES AND PROCEDURE OF ANALYSIS
The research worker used Quartile Deviation to happen out the entire attitude mark of the topics and t trial to do comparings between the variable like male: female. urban: rural and below eight old ages: above eight old ages of learning experience.
Whether there is any attitudinal fluctuation among the secondary societal scientific discipline school instructors towards CCE?
For the analysis of Research Question 1 Investigator categorized the mark with quartile divergence. Classifications are as follows: Mark up to 145 = Marginal attitude. 145-159 = moderate attitude and above 159 = extremely favorable attitude. Result found that 24 % autumn under fringy attitude. 52 % moderate attitude and 24 % extremely favorable attitude.
There exists no important difference in attitudinal mark between male and female instructors towards CCE. To set up if teachers’ gender has influence on their attitude towards CCE at secondary degree the t-test statistics was utilized to prove the hypothesis as shown Table II below.
Table 1 show that the deliberate t’value 0. 62 is less than the critical value 2. 01 at 0. 05 degree of significance. This indicates that the difference in the attitudes of Male and Female Teachers towards CCE is non important hence Ho is accepted. It revealed that male and female societal scientific discipline instructors are holding every bit positive attitude towards uninterrupted and comprehensive rating. There is no influence of sex on the attitude of societal scientific discipline instructors towards CCE.
There exists no important difference in attitudinal mark between urban and rural societal scientific discipline instructors towards CCE.
Table 2 shows that the deliberate t’value 0. 77 is less than the critical value 2. 01 at 0. 05 alpha degree of significance. This indicates that the difference in the attitudes of Urban and Rural Teachers towards CCE is non important hence Ho is accepted. It revealed that societal scientific discipline instructors from urban schools are holding same attitudes towards CCE as rural school societal scientific discipline instructors possess. Further. it can be said that on the footing of location of school attitudes of instructors can non be influence and do differences towards uninterrupted and comprehensive rating.
There exists no important difference in attitudinal mark between societal scientific discipline instructors holding less than and above eight old ages of experience towards CCE.
Table 3: Shows that the deliberate t’value 0. 63 is less than the critical value 2. 01 at 0. 05 alpha degree of significance. This indicates that the difference in the attitudes of societal scientific discipline instructors holding less than and above eight old ages of learning experience towards CCE is non important hence Ho is accepted. It revealed that experience is non the factor to do attitudinal difference towards uninterrupted and comprehensive rating but teacher’s enthusiasm. involvement may do the difference. Further. it can be said that experient instructors and fresh instructors are every bit capable to do CCE successful and should be given equal duty to transport out the undertaking.
DISCUSSION AND CONCLUSIONS
The consequence of the survey revealed that the proportion of Social Science instructors who had scored above 159 out of 200 points was 24 % . 145-159 was 52 % and 120-144 was 24 % . . This indicates that 24 % societal scientific discipline teacher’s attitude were extremely favorable attitude. 52 % teachers’ moderate positive and 24 % teachers’ fringy positive. Teachers’ attitudes have of import deduction for effectual execution of CCE in the school. In the country of CCE plentifulness of researches are non available in general and attitude of secondary societal scientific discipline instructors towards in CCE in peculiar. Few research like Rao and Bharati ( 1989 ) found positive attitude of instructors towards uninterrupted rating system. It was observed that bulk of instructors seemed to believe that it promoted creativeness. analytical ability. regularity and bid over the topics by pupils. Similarly. in the survey of Thangamani ( 1989 ) instructors showed positive attitude towards unwritten scrutiny as a diagnostic device. this besides comes under the horizon of present CCE but it was non launched at that clip.
The effectivity of CCE execution depends on teachers’ positive attitude and consciousness towards it. Rajput and Kumar ( 2003 ) besides opined the demand of orientation for instructors in the conceptual and practical facets of strategy to give them clear understanding as to how to travel about the CCE. Present survey reveals that. instructors possess positive attitudes towards CCE. It was found by Rao and Rao ( 2008 ) that primary school instructors were non making uninterrupted appraisal consistently. non placing the acquisition troubles and remedial direction was non provided. It besides revealed that instructors were entering against the each student’s public presentation and activities merely to fulfill the supervision and inspecting authorization. Such findings about the instructors were likely due to miss of consciousness about CCE among the instructors as it was non implemented in all countries. Rao Manjula ( 2002 ) besides found rating patterns carried out in schools were still conventional in their nature and intents in those schools were instructors are non trained in in-service programmes.
In reasoning. it would look that positive attitude of societal instructors towards Continuous and Comprehensive Evaluation was likely due to proper in-service preparation. In some of the surveies it was found that attitude was non positive due to miss of preparation. consciousness and significance about CCE. Present survey besides found societal scientific discipline teachers’ attitude non influenced by gender. country and learning experience. which likely due to big scale consciousness programme in Continuous and Comprehensive Evaluation and in-service preparation to all the instructors without any standards of gender. experience and country of school. Further. in-depth qualitative survey on teachers’ attitude towards CCE and its consequence on effectual execution are indispensable to unveil the truth.
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