USING EVIDENCE CENTERED ASSESSMENT DESIGN FOR IMPLEMENTING CONTINUOUS AND COMPREHENSIVE EVALUATION IN THE CLASSROOM

I. Bhaduri1, S. Bhaduri2

1National Council of Educational Research and Training (INDIA)
2Virginia Tech (UNITED STATES)
The notion of a continuous and comprehensive evaluation (CCE) is not new. The seed of the idea of CCE in India was planted almost five decades back in 1956 at the Bhopal Seminar on Examination. With the implementation of the ‘Right to Education Bill’ from the year 2012 it is a mandate for the schools to adopt this and replace the year-end examination system that was in vogue, and most school boards have already implemented it. However, there is almost a universal outcry against the system from all the stake holders i.e. students, parents, teachers and others, who expressed their disillusionment with the present form of CCE. As the end-user of a policy are not satisfied with the product, it becomes imperative to seek as to where lies the malady and also what could be the remedy. The question that arises normally is that, where is the glitch? One of the reasons may be because of its faulty execution. This paper proposes an alternate methodology, i.e. of using evidence centered assessment design (ECD) to implement CCE in the classroom which may be beneficial for implementation of CCE. It is based on a research on a relatively small sample; the results are promising and strongly put forward a case for a multi-centric and multi-layered study to validate the results.