Reality Check India

Jiten gulped his tiffin – dangers of CCE

Posted in Uncategorized by realitycheck on June 24, 2012

Why you need to pay attention to the dangers of the Continuous Comprehensive Evaluation (CCE)

In a far reaching move the Congress led UPA government  replaced the tried and tested exam system in CBSE schools with something called Comprehensive and Continuous Evaluation (CCE). The purported idea  to de-stress the students and to measure all aspects of a childs development.

As per the CCE, students are evaluated through Formative Assessments (FA) that is conducted throughout each term, and Summative Assessments (SA) carried out at the end of a particular term. Scholastic areas covering all academic subjects and non-scholastic areas, including life skills, arts and sports will be considered in the evaluation. While the FA will be carried out by the teacher for class participation, projects and discussions, SA will largely be done through a paper-pen test. The FAs (accounting for 40 marks) and SAs (for 60 marks) thrice, covering three terms and the cumulative scores would be converted to grades, on a 10-point scale.

Here is a quick summary  :

  • Students evaluated on multiple “personality” criteria continuously for 40%
  • The written tests (not comprehensive exams) that make up the remaining 60%  are set and evaluated by the school
  • No standardized exams of any kind till Std XII
  • A student has the option of taking a standardized exam in Class X – but only if he/she wants to migrate to another board.

Lets list out the key issues that arise out of such a system:

  • Does the continuous evaluation make sense at all, esp with children ?
  • Does it de-motivate achievers, if 91% and 100% get the same grade ?
  • What impact does measuring extra curricular talent have on the poor ?
  • How will you compare schools if there are no standardized tests ?
  • What impact will grade inflation have on education and students?
  • Does this loosening impact our dreams of becoming a knowledge economy ?

Lets see how this system works and quickly hit up on each of the above issues.  Once again, ask yourself why NONE of the Indian media thought it fit to opine on this law that impacts every school going child.

How does it really work ?

Firstly, it is no mean feat to devise a system that can objectively evaluate millions of students uniformly on personality traits.  What do teachers exactly observe in kids and how can they possibly assign a metric to behaviour ?  Lets start off by looking at official documents. These are excerpts from the CCE guidelines issued to teachers for Class IX and X taken from here (the CBSE website). This section talks about observing behaviour in the  “Life Skills” category, one of the dozen personality areas.

——————

Constant evaluation of “life skills (page 49 inside Inner_Pages_IX_X.pdf)

Day to day observation: Please keep ‘a watchful eye’ on your student, whenever you notice a significant behaviour that may shed light on any one of the fifty (50) descriptors under the 10 domains. Record it in your diary. It should not be time bound; it should be as and when such a thing happens. Here are a few examples:

  • Rohan shared his tiffin with his friends today.
  • Jiten gulped his tiffin quickly and then looked at others.
  • Though Sara did not figure in the list of awardees, she was all smiles and helped me in organizing the event.
  • George visited his sick classmate at home and briefed him about the home work.
  • Sarbari differed with my viewpoint; she argued but never got irritated; but Shanti got angry because Sarbari was arguing with me.
  • Mohammad connected the computer to the LCD projector, set the screen so proficiently that I could use it in the classroom.

While you rate such behaviour, please remember ‘5’ stands for desirable behaviour and less than ‘1’ for the undesirable ones. For example in the above case Sarbari gets ‘5’, but Shanti gets ‘2’ or ‘1’. Although you would observe on a day to day basis and record, you would only accumulate it at the end of the term and then convert into a grade. All these statements reveal certain styles of behaviour of a student, e.g. effective communication of Sarbari, excellent interpersonal skills exhibited by Mohammad and Sara’s ability to manage her emotions, etc.

In other words, its like having a video camera on all students at all time. Discrete incidents are noted down and sought to be either penalized or rewarded.  I am not an expert on pedagogy but this sets off alarm bells . Whatever happened to kids will be kids. If Jiten gulped his tiffin or pulled Rita’s hair should have no impact on his grades.  Of course teachers must pay attention to disturbing behaviour and escalate to parents if required.  But they have as much right to score it on a desirability matrix as the students have to score the teachers on one.

It is also impossible for teachers to avoid allegation of bias. The government’s canned response to such things is always, “Arrey baba, so and so official will make random checks and penalize so and so. Whats your problem?“. Exactly how this has worked is anyone’s guess. Another grand anomaly is, in a society divided  along communal lines by the UPA government ,  it is next to impossible to ignore either the teachers or the students affiliation.

Lets quickly look at another example.

————–

Collection of detailed anecdotal records (page 91 )


The teacher records anecdotes of students and makes his/her own comments against if they are worthy. This becomes part of a child’s portfolio, and presumably the teachers too. Here is an illustration from the guidebook.

Objective Description
When I walked into the class, the students greeted me. All of them were in a joyful mood and did not want to study. I agreed. I divided them into groups and asked them to play games in groups. Suddenly, I noticed that Shivang was studying a Science book and was totally engrossed in his studies. I became very curious and asked,” Why don’t you play games with your friends?” Shivang replied, “I do not enjoy playing these games. I enjoy reading my Science books.”
Comment:
Shivang is an intelligent boy who has got a scientific temper but lacks social skills. He does not like to interact with others. He prefers to study Science in depth and thinks a lot.

Unless the event indicates a major mental or physiological problem, the fact that teachers can not only make such remarks but enter them into a permanent record is alarming.  Even the above normative example is silly – Shivang said he doesnt enjoy playing these games, maybe he likes playing some other games and the teachers remark about his lacking social skills is bollocks. The problem is the child has no appeal against it.

Standardized tests are bad ? Who said that ?

It is a fact that quality of schools and socio economic status of students vary dramatically in India. What works in Norway or Australia will not work here.  This diversity  makes evaluation of co-curricular scholastic ability remarkably difficult.  It may appear that lower strata will excel in sports and make up for lack of opportunity in curricular resources. This is a rooted in a fallacy. Competitive sports requires even more resources than studies. How many poor people can serve a tennis ball ?  Play a piano ?  Launch into a debate ? These are the exact skills CCE plans to assign a metric to. Those privileged will access coaching outside the school but those who cant, wont. You can construct patchwork arguments like “fine lets exclude tennis”, which only make my point stronger.

The anonymity offered by standardized tests is what the poor want and love.

Yes the standardized test is the ultimate equalizer.  No face control.  Just you, your hard work, a random number , and the question paper. For that moment, for many the first moment; your caste, community, region counts for nothing. Negative or Positive.  This is what Mohammed Ismat of Manipur, the CBSE topper loves ; what if he was evaluated for personality traits ? For team work ?

Comparison of school and teacher performance

We mouth off catchy slogans imported from the west – such as “No child left behind” – but only the slogan is imported the substance is conveniently ignored. The fact that standardized testing is the cornerstone of America’s NCLB  program is ignored. The US government uses the results of these tests  to monitor school performance.  These test results are later used to allocate funds, teacher training, and so forth. Without standardized tests , all the way till Class XII  the Indian government has no way to tell if government schools are working.   Internal grades and CCE dont throw up any meaningful data.

Grade inflation

The best way to make everyone happy is to simply move the mean scores toward the top.  This is called the ‘bunching at the top phenomenon’ I have talked about it in the past on this blog. Apropos to RTE, I  found an excellent piece online  as it applies to Indian schools post UPA rules. Data from 2011.

New records were also set in CBSE’s more difficult class XII school-leaving examination. A new high of 81.71 pass percentage was recorded — a modest 1.84 percent improvement over last year. But the number of high performers in the 90 percent-plus category swelled by 30 percent to 21,665 from 16,563 last year. The number of students scoring 95 percent and above also reached a new high — almost doubling to 2,097 from 1,202 in 2010. Little wonder, good cheer and euphoria all around.

Grade inflation is already rampant in state board schools.  With Sibal’s decreasing emphasis on competitive exams in favour of ‘holistic evaluation’  one can expect a spiral of competitive grade inflation among various state education boards. After all, every state wants to get in as many of their students as possible into centrally funded universities.

All together now

What sucks about India is that we arent endowed with oil or rare earths. So if you wanted to lift a billion folks out of 3rd worldhood, you need to work on it. Our hope lies in building a knowledge economy, which calls for a high scholastic achievement of students.  Not only must high standards prevail but whatever solution we come up with must scale well.  Towards this end, we need to do the exact opposite of what the RTE and CCE propose.  Toughen standards, make schools accessible by state investment not by seeking charity or punishing private players. A tough regime of standardized tests even in every class  is of utmost importance. It gives a concrete goal towards which teachers can work to, and a yardstick to measure teacher and school performance.

I am afraid the CCE provisions are going to build a nation of underachievers, barely ready for college, unemployable graduates, and a swathe of disillusioned guilt ridden brilliant kids who will be checked for social likability. We will increasingly view islands of excellence in India with suspicion while admiring Berkeley and Johns Hopkins.

We are truly destroying our one shot at escaping third world status.

Jai Hind.

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27 Responses

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  1. plainspeak said, on June 24, 2012 at 7:33 pm

    1. I am shocked seeing “Constant evaluation of “life skills” and “Collection of detailed anecdotal records”. Do such things exist in other countries?. It is like asking teachers to play Chitragupta. Only thing Chitragupta is fictional. It is possible in only very small classrooms. What are they trying to achieve by this? Why are teachers being asked to be psychiatrists? I only shudder to think what would happen to Einstein if he was studying in CBSE. Note in diary : “Einstein was all alone thinking about some stuff not mingling with anyone.” So Einstein is deducted marks for it. Einstein thinks “Oh, my teacher thinks something is wrong with me. I must talk with others. I should not be all alone, thinking without caring about others”. What are we doing here? Why does Sibal want such experiments on kids?
    2. You need marks for people to play and do cultural activities? Has Sibal heard of something called joy?
    3. Does Sibal know the concept of feedback? If 40 marks are given for such *personality criterion* no one will fail. So a guy who is mediocre will never be reminded by the exam system that he should try to improve himself. He won’t correct himself till he comes till 12th standard exam. Then, he will think “Oh, fuck” This will create a bunch of guitar playing, jeans wearing, cool retards. Who will vote for people like Rahul Gandhi. And also if 40 marks for such things, students who are bright are being unnecessarily made anxious to do something that they might not enjoy. We need people who are exceptionally good in one thing, not jack of all trades. If there are no standardised tests, how will schools correct themselves? They will never know that they are going astray. In fact, there should be standardised tests for each class, to see how children are performing vis a vis children of other schools?

    What we require in schools is framework for reducing rote learning and giving solid foundation of basics of different subjects, improving analytical skills and creativity. How do these chages help in that regard?

    PS: Minor correction required: “Ask yourself why NONE of the Indian media thought it fit to opine on this law that impacts every school going child.” This scheme affects only CBSE guys right?

    • rc said, on June 25, 2012 at 2:09 am

      > This scheme affects only CBSE guys right?

      For now yes. Goal is to cover all boards otherwise both teachers and students would desert.

  2. Barbarian Indian said, on June 24, 2012 at 7:56 pm

    Excellent post and thanks for this stellar public service, alerting us to the dangers that are lurking in the background while the country remains engrossed in mostly superficial and silly debates and TV shows.

    The fallacy of removing “exam- type” evaluation should be obvious to anyone with an IQ greater than furniture, except perhaps to the high priests of our social justice system who have embarked upon this deep social engineering. Constant evaluation is also evaluation and I am guessing that one tutor will now be replaced by an army of “life” coaches. As long as there is a need to differentiate, there will be evaluation – one way or the other. Competitive parents will now subject their precious little snowflakes to even more invasive and dangerous training regime – to what end?

    Soon, it will be found that this system is even more skewed against the “disadvantaged”. Naturally, grace marks and other attendant lunacy will follow. Ultimately, 10 years from now, we will end up with a deeply psychologically damaged Std X graduating class, who will be barely able to read and write, but will be armed with glowing certificates. My guess is, the certificates will be in digital form which will be playable on a Govt approved application on the smart phone of the students.

    This thing is so absurd that I do not feel like going into the aspects of cost and practicality. A country where 90% teachers lack the requisite skills laid down by its own legislative bodies (RTE), will now require, what? PhD in child Psychology, cognitive behavior not to mention stellar analytical skills? If we could simply find an army of such teachers, do we really need schools in the first place?

    • rc said, on June 25, 2012 at 2:14 am

      Need a way to RT a blog comment !!

      > we will end up with a deeply psychologically damaged Std X graduating

      Soon to be class XII.

      The blog got too big, but I wanted to talk about the bottleneck phenomenon. All students have to pass through a bottleneck in Std 12 because some colleges are more desirable. OTOH, many elites already have seats lined up in UK/US/AUS for their kids. It does seem unreasonable to subject these kids to any kind of stress. I suspect this is at the root of Sibals adventure. Kids jump with joy as a result of grade inflation, but reality hits them when some of their friends waltz into Australia while they have to deal with sky high cutoffs.

  3. Akash Mukherjee said, on June 24, 2012 at 9:23 pm

    Excellently written blog. And some great comments, all equally informative!

    I honestly believe Sibal is THE gutter WORST we have to endure from UPA. UPA’s social sector schemes are damaging our economy while Sibal’s evil designs have the dangerous potential of destroying an entire generation or generations of young Indians.

    Where will he get the teachers to do his ‘evaluation’? Most teachers in CBSE schools simply snore away and are barely even interested in knowing their students beyond their names. They’re mostly tired and disgusted with their hectic job of managing 40 unruly kids. They’re not really concerned with anything other than finishing the syllabus. Do they seriously give a fuck about their ‘social’ qualities? What on earth makes Sibal think that these teachers will keep constant vigil and note down every minute detail? The result will be a wholesale average grading, average students and an average society. Of course, some parents will manage best grades by gifting a diamond set or throwing a lavish dinner.

    We’re on a dangerous path set up by delusional left liberals where we try to imitate the worst and the rejected systems from America and the West, in a country with 1/40 th of the US per capita GDP, entrenched corruption and dire inequality. Needless to say, when reality will hit us in the face, it will be nasty. And too late.

  4. […] media networks in India. The purpose of this network would be to focus on precisely those issues that mainstream networks are inclined to ignore and raise public awareness about those issues. This […]

  5. KUMAR IYER said, on June 25, 2012 at 4:42 am

    There is a systematic and deliberate attempts to tamper with the educational set up/Standards in India at all levels from schools to IIT. These are vested interest of the US/ Vatican set up no doubt. The idea is to take india back and not forward.

    Orwellian tactics indeed on school kids to be constantly evaluated. Freedom is threatened and intuitive and spontaneous behaviour being curbed. Will result in churning out morons. What about the bias of the teachers who do the grading? Utterly disgusting . Kapil Sibal needs to be whipped in public.

  6. Vaibhav said, on June 25, 2012 at 7:33 am

    Nice take on the CCE….
    The assumption that life skills and other personality traits should carry “quantitative weightage” is wrong. These are recorded to understand a child better and help him have an all round personality. The aim is to guide a child and make him aware of his behavioral pattern without having any implication on his academic grades.

  7. Ketan said, on June 25, 2012 at 9:05 am

    There’s so much wrong with this CCE thing, that it’s difficult to start from a single point.

    Let me point out a few issues, which people like Sibal and the mainstream media might use to support such changes:

    1. ‘De-stressing’ – that seems to be theme in some of the decisions Sibal is trying to thrust upon others. However, what adds to stress is not the existence of exams, but some kind of evaluation. Indians are obsessed with any kind of evaluation. Obsession is there for any system that tends to stratify people into ‘winners’ and ‘losers’. Also, stress exists because this kind of stratification has seemingly life-altering implications on the quality of one’s life, viz., ‘admissions’. Stress is going to exist as long as number of ‘seats’ remains scarce. Because what we seek from our educational institutes are degrees and certificates and not education. Because the former enable us to earn our livelihood, the last does not. So, as long as there would be scarcity of jobs and means of decent livelihood, competition and obsession with evaluation will continue the exist. On a side-note, I personally do not think that stress is the best way to to groom competent individuals (excuse me, if the author seems to think otherwise, but that is what I sort of inferred reading between the lines). Basic stress coping skill is essential, but it is not proper for children to grow with the idea that every single thing they decide to do in life would have fatal consequence if their choice were to prove ‘incorrect’.

    2. ‘All round personality development’ – it is likely to be pointed out that children being adults in making need to have the ‘right kind of values’. A few values – like honesty, sincerity, willingness to help – could find wide acceptance among most people – that they ought to be inculcated in children. It is likely to be further argued that a school is a child’s ‘second home’ and also a place where children actually come in contact with the larger community in which they would live, and hence, it is the best place to ‘teach’ them these values. However, I have been growing increasingly uncomfortable with idea of ‘moral’ education. How far do we take it? I used to have a subject called ‘moral sciences’, which most students used to take as a ‘free period, and accept it fondly. But now I remember, once in a while, some teacher would come and teach us about her version of ‘God’, and the greatness thereof. I shudder to think that is what was done in my school. Also, evaluation of all of this?!

    However, I do have my issues with the current exams system that we have:

    1. There is no standardization. So, scores in one state’s board exam would be incomparable with that in some other state. In fact, there is margin for so much subjectivity in how the answers are evaluated, that I’m pretty sure, the same examiner correcting the same answer at different times of the day would assess it differently (depending on the mood).

    2. The exams do not make it clear what set of skills is required to perform in a given exam. E.g., a student scoring well in ‘maths’: (a) is good at understanding the abstract concept in mathematics, or (b) has good short term memory to perform sequential arithmetical calculations in the mind without using pen/paper/calculator, or (c) is more meticulous than the rest and is less prone to make careless calculation errors, or (d) can make quick qualitative assessment of something graphical or quantitative (e.g., quickly making sense of a pie chart or a line graph)? Or likewise, a student scoring well in English: (a) has good vocabulary, or (b) is good at grammar, or (c) is good at remembering the plot of the stories that would be part of the curriculum, or (d) is good at abstraction, or (e) is good at communicating original ideas in a concise manner, or (f) can write evocatively? It would certainly be fallacious to presume that a student scoring well in ‘maths’ or English would actually be good at all of those, or even that those skills are related in some way. Also, the educational institutes that would want to admit students or employers on look out for prospective employees ought to know what exact skills the said ‘marks’ had evaluated. Because they may want students with only certain skill sets and not others.

    3. Presently exams encourage only rote learning. There ought to be no relation between competition and rote learning. However, most of our exams – right till the University levels actually reward rote learning – from what I have observed. This has at least two major harms – it sends out wrong signals to the impressionable students that original thinking and questioning are ‘bad’, and furthermore, those indulging in rote learning get selected to better institutes, and they only get to set the curriculum and questions in exams thus establishing a culture of rote learning, thus leaving little space for reforms later on.

    I had passed my class 10 from a CBSE-affiliated school in the year 2000, and I remember, my final ‘report card’ had indeed carried grades for criteria similar to the ones mentioned in the proposed CCE scheme. Fortunately, it had had no bearing on my overall score, but I remember how farcical I had found the entire exercise back then itself.

    Exactly as I’d mentioned in one of my tweets mentioning your twitter handle, my only solace is, at least I escaped this Hell!

    [Sorry for the long comment; would publish this comment on by blog as well.]

    • realitycheck said, on June 27, 2012 at 2:32 pm

      Great points.

      I support well rounded education ofcourse, this is closely linked to the economy though.
      Unfortunately, majority of schools will end up training for disciplines that are in
      demand, add to it the bottleneck effect and you cant prevent competition.

      For the upper strata of society, the bottleneck is much wider, so they dont have to
      be put to the same tensions as the rest. I will elaborate on this later.

  8. Kalpana said, on June 25, 2012 at 11:50 am

    CCE is having a good success in schools. Both children and parents are lot less stressed due to the changes introduced and lifting of pressure. Have you talked to any student or parent ? The teachers do not penalty conduct or do partiality on bad manners as you have written. Most children in schools are getting A grades in the FA sections. It is the job of teacher to improve all students to A level. Since there is no change in Cbse syllabus how can you say that standards are getting worse …

    • VADIRAJ C S (@vschanna) said, on June 25, 2012 at 4:25 pm

      Excellent take overall on the CCE system of evaluation. However the article does not give clarity to the way non-scholastic performance impacts the over all performance of a student. Let me put below, my understanding of how this works.

      In an academic year split into 2 semester. The following happens, in each semester.

      FA -20 marks. This includes 2 class tests on scholastic subjects, & 2 projects based on scholastic subjects. Class tests & Projects will have equal weight-age.
      SA -30 marks for each semester(Midterm & Final exam). up to 9th Std
      SA1-20 marks(Mid term exam at the end of 1st semester) for 10th Std
      SA2 -40 marks(Final Board exam) for 10th Std.

      The FA tests & projects are indeed at the discretion of the teacher handling the respective scholastic subjects.
      The SA tests(Mid term & Final), are conducted by the school, but the Question paper is given by the CBSE board, from its question bank.

      Thus the scholastic evaluation in CCE, is an aggregation of the marks obtained in SA & FA, based on the weightage described above. The marks are converted into letter grades, as per the guidelines.

      The non scholastic(Personality traits, life skills, etc), are done by the School(Class teacher). Each of the non-scholastic traits are evaluated by letter grades as per the guidelines, and letter grades are converted to marks. The total score in non-scholastic area a student can get is 42 points now. This is going to be increased to 65 points from this academic year.

      So it is clear that the final CGPA of a student depends on scholastic performance only. Of course as the article details, this introduces non-standardization of tests. The non-scholastic grades done through subjective evaluation of teacher are given separately. So how does the non-scholastic performance affects the scholastic performance. CBSE introduced “upscaling of grades”, scheme to achieve this.

      Upscaling of grades : Based on the performance in the non-scholastic areas, the following happens.

      a)2 scholastic subject grades will be upgraded to the next grade, if non-scholastic scores are between 34-42 points.
      b)1 scholastic subject grades will be upgraded to the next grade, if non-scholastic scores are between 19-33

      This http://mycbseguide.com/blog/cbse-upgraded-grades-by-one-level-in-class-10/ will detail the methodology used in upscaling of grades

      As I said this upscaling methodology has been changed from this academic year. This http://www.cbse.nic.in/circulars/cir09-2012.pdf link will detail the new way of upscaling.

      So non-scholastic performance does affect the final grade, & it is achieved through upscaling. It is not correct to say that 40%(FAs) are entirely for non-scholastic(personality traits, life skills etc) evaluation.

      The non-scholastic evaluation(by noting traits in dairy) for all the students is not practicable, and I doubt if any school is following. These evaluations are subjective & will have bias of the teachers can not be wished away. Upscaling of grades is faulty since subjective evaluation in non-scholastic areas, affect the grades of scholastic subjects, which are evaluated in an objective manner.

      • realitycheck said, on June 27, 2012 at 2:28 pm

        Most excellent explanation ! Thanks for commenting.

        Hey apologies for this comment going in for moderation.
        I got a bit busy after posting so I wasnt able to login.
        Basically, WordPress will put any comment with 2 or more links into moderation 😦

  9. Muthuraman said, on June 25, 2012 at 3:58 pm

    Brilliant write-up with real-life dangers of this hare-brained scheme articulated very well! Just an anecdote: I had a physics teacher in school, who have full 20 marks (out of 200) for “practicals” to all students who took his tuition.. and 19 marks for those who didnt take his tuition.. (His not-so-subtle way of encouraging students to take his tuition!) And that 1 mark cost me my desired specialization in TN’s best engg college! I wont forget (or forgive him) for life! Imagine 40% marks are susceptible to such misuse?! I dread to think further, and go on to pray that a lightning strikes Zero-loss man this moment!

  10. Mayuresh said, on June 25, 2012 at 7:53 pm

    40 marks will provide an opportunity for the teacher to make a lot of money under the table. Taking a leaf out of what Muthuraman said, a maths teacher could divide the 40 marks as follows:
    1. Ten marks if you attend a coaching class of my choice
    2. Another five marks if you also attend my pvt tuitions in addition to the coaching class
    3. Another five marks if you bring gifts for me during Diwali/Christmas/Eid/ etc.
    4. Rest 20 marks for actual class behavior.

    BTW, even in the US, a lot of parents give gifts to the school teachers of their children in the hope of getting a good recommendation letter for the kid, or preferential treatment in class / extra-curricular activities, etc. And it is completely legal! Such a sad state of affairs

  11. […] who read my previous post on CCE will recall that each student is evaluated in two parts – a formative assessment (40%) and a […]

  12. Mr Xyz said, on July 10, 2012 at 9:18 am

    I think the examples are meant for subtle of subliminal education. Note that Rohan, Jiten and Shanti have barely acceptable behaviour but George, Mohamed and Sarbari are exemplary. You can extrapolate from there because we live in the land of Amar Akbar Antony!

  13. Anonymous said, on August 5, 2012 at 7:09 am

    Hello!
    Man, your article has hit the spot for me. It’s absolutely true, all this IS going on in our schools. I’m currently in class 11 and I can’t tell you how much of a shock it has been coming out of the CCE system and back into the exam based one. In out unit tests, we used to get 2 pages per subject and now in 11th, we’re getting 70-80 pages per subject! We’re not used to it at all (I’m not!) and the first unit test was such a bad experience, specially when I’ve got the stream of my choice and wasn’t able to get good marks. It’s ridiculous that two years you mold a child into thinking “there isn’t a need to study much, you’ll pass anyway” and then suddenly

    BOOM

    The child is in 11th, and now you start saying “no, beta, you have to study hard and you’ve got to start now”
    God, why was I even born in India, a country where people like Mr Sibal exist (no offence) and have made all lives miserable. Tomorrow is my political science unit test, and I distinctly remember having just one and a half pages of course to do last year. Whereas, I have to do 50 pages for tomorrow. Urghhh why did he need to mess with the lives of hundreds of innocent students. He must hate children.

    Oh, and yeah, one more point..you won’t believe how partial and prejudiced the teachers at my school are. They seriously suck. I’ll tell you this incident, there’s this teacher who comes in my bus and yesterday when we had our unit test, we were all studying in the morning. She came walking furiously towards us and shouted “AS IF THIS LAST MINUTE STUDYING WILL HELP YOU” and quickly walked off! I so wanted to slap that a**hole then but of course who would stand up and say anything to the teachers, not in our school (which is an all girl’s convent).
    By the way, when I graduate, I’ll be telling them all off no matter how rude it may seem!
    *hate such teachers*

    • rc said, on August 6, 2012 at 4:53 am

      Hey there,

      Thanks for sharing your story. You are obviously a talented kid, keep your spirits up. We are fighting the good fight here against Sibals random tinkering with the Education system.

    • johh said, on March 5, 2016 at 4:39 am

      the teacher should not have shouted at you.. but reality check please you cant do much in last moment.. it has to be well planned effort

  14. Smita said, on August 5, 2012 at 9:27 am

    My son is in class X CBSE, and I am bewildered by the scheme of things. 70 per cent marks to be awarded by school, 30 per cent by the board. Suddenly, all the kids are Little Einsteins, with half the class scoring above 90 per cent. Slow students are given extra time, children who do not read the question paper properly have the teacher point out the mistake, and are given a chance to correct, marking is liberal……

    It’s OK to destress education, because with my first child who studied in a State Board school, I have seen how bad it can get, with mothers scolding kids publicly for losing even one mark, kids refusing to share ‘study material’ with friends to retain their edge…. it is horrible. But to dilute standards in the destressing quest is harmful for the child, because the ultimate hurdle the child faces is in admission to professional courses, where competition is cut throat, and nobody is going to make any concessions.

    A better way to remove stress is to address the root problem: a demand-supply gap for good education. Increase the number of quality educational institutions in line with growing population. Nobody wants to go to hole-in-the-wall / education baron run private institutions with dubious standards of education. But they are left with no choice. And the 50 per cent reservation system – the less said about it, the better. That is where stress is coming from. Not from Board examinations per se.

  15. rc said, on August 6, 2012 at 4:51 am

    Smita,

    Thanks for sharing your story. Grade inflation is not fun and games.

  16. Laxmikanth G said, on September 24, 2012 at 9:14 am

    MyClassboard CBSE School management software allows to schools to easily leverage the Continuous and Comprehensive Evaluation system introduced by CBSE. It covers all aspects of CCE and enables teachers, parents and educators to track the performance of students in real time.

    Visit http://www.myclassboard.com for more details…..

  17. Rajni said, on October 4, 2012 at 10:55 am

    Excellent post,I m glad any one is here to think of the demerits of cce. I m a teacher &due to cce we r just convert into a clerk rather than a teacher always recording so many things and doing calculation for FAs &SAs. But the most effected are the student they have no tention about study so scoring less. We have to do lots of useless thing so we cant concentrate on teaching. This system is not good for stadard of eduction……..
    Thank you

  18. […] tests, a system called CCE (Comprehensive and Continuous Evaluation) was introduced. ( See “Jiten gulped his tiffin” )  One might wonder what does CCE have to do with no detention. If CCE is just another form […]


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