Implementation of the Continuous Comprehensive Evaluation: A Workshop

In Madhya Pradesh and Puducherry, we conducted workshops to address the implementation issues of CCE for teachers through sustained dialogue, and discussions with teachers on the notion of curriculum, assessment, pedagogy, tools and techniques.

Why this workshop?

A critical challenge in the current scenario in schools has being the weak’ implementation of Continuous Comprehensive Evaluation (CCE). One of the reasons cited for poor implementation of CCE is doubts about teachers’ ability to engage with the underlying theoretical premise of continuous and comprehensive evaluation, due to their unfamiliarity with the process of formative assessments as part of their own education or teacher preparation programmes. The issue is further compounded by the absence of a larger conceptual framework for viewing CCE that is aligned to other quality initiatives such as Activity Based Learning, Active Learning Methodology etc. 

In the absence of rigorous in-service teacher education programs focused to the concept of CCE, teachers are usually left with 1 – 5 days of orientation’ to CCE as a standalone, independent of sessions on pedagogy. This is where maximum attention is paid to filling up of formats and decoding the grading scheme with little or no attention to its spirit and theory. 

There is a need to engage with practitioners in sustained discourse, dialogue and discussions that can facilitate in bringing about a deeper understanding of the underlying concepts of CCE. In the process, this will address the issues being encountered in its implementation. 

Azim Premji Foundation’s experience of working in the area of capacity building across geographies suggests that sustained dialogue and discussions with teachers on the notion of curriculum, assessment, pedagogy, tools and techniques, reporting and so on can translate in more effective assessment practices in the classrooms, thereby addressing the implementation issues.

Modes of engagement

To bring about the much needed balance between hands-on and minds-on engagement, the pilot project adopted a dual mode of engagement between forum and field. The former was a platform for experience sharing and theoretical engagement in the form of workshops and training while the latter was a chain of ongoing visits by selected members to the pilot schools. These were members of the state core group on CCE who had representatives from the Rajya Shiksha Kendra, Azim Premji Foundation and other members of the core group.


  • To engage with the conceptual approach to CCE and understand it as a paradigm shift, not only assessment practices but on central ideas on quality’ parameters of good education.
  • To provide a platform for sharing experiences, challenges and success stories in implementing CCE in the classrooms and learning from each other.
  • To experience the linkage between aims and objectives of curricular subjects, their nature, indicators and assessment methods.
  • To develop indicators aligned to the core purpose of teaching a subject and refine existing formats and assessment tools and methods being practiced in schools.
  • 16 Total Workshops
  • 48 Districts
  • 1000+ District-wise Resource Persons Created
  • 2000+ Total Participants

Phase 1

Centered on the notions of assessment reforms and teaching-learning processes, and addressing how children learn, and issues of teacher empowerment. These were referred to as Essential Pre-Conditions for CCE.

Phase 2

Curricular aspects such goal, aims and objectives of teaching each subject, namely language, mathematics, science, social science, environmental science and English. It included key concepts and skills and the development of indicators aligned to the subjects core objectives. These were broadly referred to as Nature of Subjects and Indicators.

Phase 3

Translating indicators into tools, formats and processes of assessment such as portfolios, self-evaluation formats and methods of data recording. These series of sessions were termed Tools and Techniques of Assessment.

Who participated?

  • Practitioners: Head teachers and teachers of the 20 pilot schools in Sehore and Vidisha district and all teachers from two selected schools in each of the 48 districts identified across Madhya Pradesh.
  • Teacher Educators: Resource persons from College of Teacher Education, Institute for Advanced Studies in Education, District Institute of Educational Training, subject matter experts from Rajya Shiksha Kendra, Assistant Project Coordinator, Academic and some identified teachers from schools outside the pilot.
  • Teacher Support System (besides teacher educators): A group comprised of Block academic coordinators, cluster academic coordinators and Jan Shikshak and Block Resource Centre coordinator.