CONTINUOUS AND COMPREHENSIVE EVALUATION

INTRODUCTION
Continuous and comprehensive evaluation refers to a system
of school based evaluation of students that covers all aspects
of students developpment.itis adevelopment process of
assessment wgich emphassizes on two fold objectives.These
objectives are continuty in evaluation and assessment of
broad based learningandbehavioural outcomes on the other.in
the scheme the termcontinuousismeanttoemphasisethat
evaluation of identifiedas pects of
studentsgrowthanddevelopmenyisacontinuous process
rather than an event,built into the total teaching-learning
pricess and spread over the entire span of academic session.It
regularity of assessment,frequency of unit testing,diagnisis of
learning gaps, uses of correective measures, retestingand
feedback of evidence to teachers and students for their self
evaluation

Why Do Evaluation
Evaluations serve many purposes. Before assessing a program, it is critical to
consider who is most likely to need and use the information that will be
obtained and for what purposes. Listed below are some of the most common
reasons to conduct evaluations. These reasons cut across the three types of
evaluation just mentioned. The degree to which the perspectives of the most
important potential users are incorporated into an evaluation design will
determine the usefulness of the effort. What is educational evaluation?
Educational evaluation is the evaluation process of characterizing and
appraising some aspect/s of an educational process. There are two common
purposes in educational evaluation which are, at times, in conflict with one
another. Educational institutions usually require evaluation data to demonstrate
effectiveness to funders and other stakeholders, and to provide a measure of
performance for marketing purposes. Educational evaluation is also a
professional activity that individual educators need to undertake if they intend
to continuously review and enhance the learning they are endeavoring to
facilitat

Standards for educational evaluation

The Joint Committee on Standards for Educational Evaluation published

three sets of standards for educational evaluations. The Personnel
Evaluation Standards was published in 1988, The Program Evaluation
Standards (2nd edition) was published in 1994, and The Student
Evaluations Standards was published in 2003. Each publication presents
and elaborates a set of standards for use in a variety of educational
settings. The standards provide guidelines for designing, implementing,
assessing and improving the identified form of evaluation. Each of the
standards has been placed in one of four fundamental categories to
promote evaluations that are proper, useful, feasible, and accurate.
The Personnel Evaluation Standards
The propriety standards require that evaluations be conducted legally,
ethically, and with due regard for the welfare of evaluates and clients
involved in
.
2.The utility standards are intended to guide evaluations so that they
will be informative, timely, and influential
. 3. The feasibility standards call for evaluation systems that are as easy
to implement as possible, efficient in their use of time and resources,
adequately funded, and viable from a number of other standpoints
. 4.The accuracy standards require that the obtained information be

The Program Evaluation Standards

1.The utility standards are intended to ensure that an
evaluation will serve the information needs of intended
users.
2.The feasibility standards are intended to ensure that an
evaluation will be realistic, prudent, diplomatic, and frugal.
3.The propriety standards are intended to ensure that an
evaluation will be conducted legally, ethically, and with due
regard for the welfare of those involved in the evaluation,
as well as those affected by its results.
4. The accuracy standards are intended to ensure that an
evaluation will reveal and convey technically adequate
information about the features that determine worth or
merit of the program being evaluated

CONCLUSION
Evaluation is an integral part of teaching
learning process.Evaluation based on the
standardised achievement cant properly place
a student and will do injustce also.In the words
of Indian Education Commisssion,Evaluation
should concern itself with pupils physical
development,personality and character,social
achievement,academic achievement and
achievement in various types of skills.This is
what would comprises a comprehensive
programme of evaluation in schools

References
1.The Program Evaluation Standards: How to assess
evaluations of educational programs (2nd ed.).(1994).
The Joint committee on Standards for Educational
Evaluation, James R. Sanders, Chair. Sage Publications,
Inc
2.Evaluation and implementation of distance learning:
Technologies, tools, and techniques. (2000). France
Belanger and Dianne H. Jordan. Idea Group Publishing.
>http://www.eval.org
>
http://www.ed.gov/about/offices/list/os/technology/evalu
ation.html