Continuous and Comprehensive Evaluation

Introduction::
What is `Continuous' and `Comprehensive' Evaluation ?
Continuous and Comprehensive Evaluation (CCE) refers to a system of school-based evaluation of students that covers all aspects of students development. It is a developmental process of assessment which emphasizes on two fold objectives. These objectives are continuity in evaluation and assessment of broad based learning and behaviourial outcomes on the other. In this scheme the term `continuous' is meant to emphasise that evaluation of identified aspects of students `growth and development' is a continuous process rather than an event, built into the total teaching-learning process and spread over the entire span of academic session. It means regularity of assessment, frequency of unit testing, diagnosis of learning gaps, use of corrective measures, retesting and feedback of evidence to teachers and students for their self evaluation. The second term `comprehensive' means that the scheme attempts to cover both the scholastic and the coscholastic aspects of students' growth and development. Since abilities, attitudes and aptitudes can manifest themselves in forms other then the written word, the term refers to application of variety of tools and techniques (both testing and non-testing) and aims at assessing a learner's development in areas of learning like : Knowledge Understanding/Comprehension Applying Analyzing Evaluating Creating The scheme is thus a curricular initiative, attempting to shift emphasis from testing to holistic learning. It aims at creating good citizens possessing sound health, appropriate skills and desirable qualities besides academic excellence. It is hoped that this will equip the learners to meet the challenges of life with confidence and success.

The objectives of the Scheme are :

To help develop cognitive, psychomotor and affective skills. To lay emphasis on thought process and de-emphasise memorization To make evaluation an integral part of teaching-learning process To use evaluation for improvement of students achievement and teaching learning strategies on the basis of regular diagnosis followed by remedial instruction To use evaluation as a quality control devise to maintain desired standard of performance To determine social utility, desirability or effectiveness of a programme and take appropriate decisions about the learner, the process of learning and the learning environment To make the process of teaching and learning a learner-centered activity.

Thus assessment is a useful, desirable and an enabling process. To realize this one needs to keep the following parameters in mind

The need to:

Assess the learner. Use a variety of ways to collect information about the learner's learning and progress in subjects and Cross curricular boundaries. Collect information continuously and record the same. Give importance to each learner's way of responding and learning and time it takes to do so. Report on an ongoing continuous basis and be sensitive to every learner's responses. Provide feedback that will lead to positive action and help the learner to do better

School Based Continuous and Comprehensive Evaluation system should be established to:
reduce stress on children make evaluation comprehensive and regular provide space for the teacher for creative teaching provide a tool of diagnosis and remediation produce learners with greater skills Position Paper on Aims of Education - NCF 2005, NCERT

With effect from October 2009 a new reform has been established by the Government, were the abolishment of the compulsory CBSE board exam for class X and the introduction of grading system. This will be taken up from 2010 2011 onwards. The government has taken up this system in the CBSE as a method to reduce students stress level in the examination and to eliminate the comparison between students over small variations. The system is also implemented as a method to continuously evaluate and assesses the students performance on a regular basis. Examination Reforms and Continuous and Comprehensive Evaluation (CCE) in the Central Board of Secondary Education The Central Board of Secondary Education introduced Continuous and Comprehensive Evaluation (CCE) in Primary Classes in 2004 (Circular No. 5/18/25/04). The achievement records and its formats was also circulated for Classes I to V with the objective of facilitating holistic learning in the school. The focus was on identifying the talents of the learner and empowering with positive inputs. The Board recommended a five point rating scale; it also recommended the elimination of the pass/fail system at the primary classes (Circular No. 31/04/21/05). The Board has also followed it up by extending this scheme up to classes VI to VIII and developed a CCE card on School Based Assessment for the same Circular No./2/06). The scheme of Continuous and Comprehensive Evaluation (CCE) will be now further strengthened in all affiliated schools from October 2009. The Class IX students will be assessed through the CCE by the school itself. The AEES has also proposed to strengthen the Continuous and Comprehensive Evaluation CCE) scheme from the academic session 2010-11 in all its schools and in classes from I to X as suggested by CBSE (APC-2009-10). So long as further instructions/changes are not received from CBSE the following pattern of examination will be followed in AEES in all the classes. CCE helps in improving students performance by identifying his/her learning difficulties at regular time intervals right from the beginning of the academic session and employing suitable remedial measures for enhancing their learning performance. The scheme of continuous and comprehensive evaluation has inbuilt flexibility for schools to plan their own academic schedules as per specified guidelines on CCE. Continuous and Comprehensive Evaluation was formulated by Ministry of Human Resource Development, Kapil Sibal to decrease the accumulated stress of board exams on the students and to introduce a more uniform and comprehensive pattern in education for the children all over the nation. CCE helps in improving students performance by identifying his/her learning difficulties at regular time intervals right from the beginning of the academic session and employing suitable remedial measures for enhancing their learning performance. The scheme of continuous and comprehensive evaluation has inbuilt flexibility for schools to plan their own academic schedules as per specified guidelines on CCE. School education is the necessary foundation for strengthening human resources that has been deemed central for the National development. Since the time of our independence, many committees and commissions persistently emphasized upon the free and compulsory education in our country. Among various measures that have been adopted to expand the provisions for realizing the goal of Universalizing elementary education, the National Policy of Education had made several recommendations to improve the quality of school education. The recommendations include the child-centered approach improvement in the quality of education through reforms in the context and the process of education, school facilities, additional teachers, laying down minimum levels of learning, and emphasis upon continuous and comprehensive evaluation. This paper examines the concept of continuous and comprehensive evaluation, its need and importance, role of teachers and its implementation in schools with an empirical support. Concept of Continuous and Comprehensive Evaluation Evaluation is a process of determining the extent to which the objectives are achieved. It is not only concerned with the appraisal of achievement, but also with its improvement. As testing evaluation is also concerned with identification of learning experiences and educative environment to produce changes in the learners behaviour. It involves information gathering, information processing, judgment forming, and decision-making. In recent years, there has been a growing concern for improving the quality of achievement of all students at elementary level. In this context the NPE, 1986 recommended that minimum levels of learning (MLL) be laid down at each stage of primary education, and that steps be undertaken to ensure that all students achieve these minimum levels of learning. As a follow-up, the MLL for each subject form class 1 to v were stated in terms of competencies. Each competence constitutes an expected performance target that lends itself to criterion testing which is continuous and competency based. It becomes essential for the teachers to adopt a scheme of continuous evaluation that helps in confirming whether or not he learners have mastered the competencies or not. A competency also becomes a criterion to organize teaching-learning process, and at the same time to assess the students. It is a very well known fact that usually evaluation is done to measure the knowledge and understanding outcomes. The evaluation of skills and higher mental abilities are neglected to a great

extent. The evaluation of non- cognitive aspects like attitudes, appreciation, interests, personal and social qualities of students are seldom carried out. The report of Minimum levels of learning and the national curriculum frame work of school education have specified certain personal and social qualities that need to be developed in children. They stress the point that the evaluation should be comprehensive in nature, where in all learning experiences pertaining to scholastic, co-scholastic and personal and social qualities are assessed. The comprehensive evaluation should involve the summative assessment of cognitive abilities, as well as the assessment of health habits, work habits, cleanliness, cooperation, and other social and personal qualities through simple and manageable means of tools. The comprehensive evaluation not only helps in checking all the standards of performance in both scholastic and co-scholastic areas, but also in decision making regarding various aspects of teaching-learning process, promoting the students, increasing quality, efficiency, and accountability. Continuous and comprehensive evaluation necessitates the use of multiple evaluation techniques and tools in addition to certain conventional ones. This is required because different specific areas of pupil growth need different types of evaluation through certain techniques. The teacher has to select the most appropriate technique for a situation and develop the necessary tools for the same, and decide upon the periodicity and timing of evaluation. Scenario of evaluation practices in schools Certain empirical studies conducted at Regional level in schools (Rao Manjula, 1998; 2001; 2002) and other studies reported reveal the following:

Evaluation practices carried out in schools are still conventional in their nature and purposes. Continuous assessment in not followed systematically in those schools where teachers are trained in in-service programmes. Competencies are not assessed through planned procedures of evaluation. Assessment of wrong things or the same range of things too often is carried out. One doesnt get a fair and realistic picture of what students have actually mastered. Undue reliance on recall is found, rather than enabling the students to transfer and apply what they have learnt to different concepts and problems. Formative feedback is not provided. Learning difficulties are not identified. The personal and social qualities are totally ignored due to lack of awareness of what to be evaluated and how to evaluate. Remedial instruction is not provided.

Some of the tensions and constraints influencing teachers evaluation practices are i) lack of knowledge and skills related to evaluation ii) lack of facilities and time iii) expectations of the Head teachers and the colleagues to complete the syllabus in time iv) the social requirement of information and v) external accountability. Furthermore, the in-service programmes planned for the teachers have inadequate inputs in evaluation and do not create avenues for practical exercises during the training sessions. Implementation of continuous and comprehensive evaluation The role of continuous and comprehensive evaluation becomes very important when our aim is to improve learners quality in the cognitive as well as in the non-cognitive domains. It would be reasonable to regard continuous assessment in the context of school as a continuous updating of teachers judgments about learners that permit cumulative judgments about their performance to be made. Some important points to be considered for implementing continuous and comprehensive evaluation are:

Careful examination of the course, and specification of competencies to be attained by the learners in terms of knowledge, understanding, application (analysis, synthesis, evaluation for higher grades) and skill performance. Knowledge and ability to construct assessment tools that are criterion based appropriate for assessing the competencies. Careful planning of the competency based teaching procedures. There should be congruence between teaching and assessment without which assessment would become distorted. Comprehensive evaluation of competencies as well as personality traits and attitudes. The maintenance of records. Requirement of knowledge and skills of evaluation, commitment, and assistance to provide remedial teaching on part of the teacher.

This aspect has been strongly taken care of in the National Policy on Education- 1986 which states that
Continuous and Comprehensive Evaluation that incorporates both scholastic and non-scholastic aspects of evaluation, spread over the total span of instructional time The need for Continuous and Comprehensive School-based Evaluation has been reiterated over the last few decades. The Kothari Commission report (1966) observed, 'On the completion of the course, at the end of the lower or higher secondary stage, the student should receive a certificate from the school also giving the record of his internal assessment as contained in his cumulative record. This certificate may be attached to that given by the Board in connection with the external examination' (9.81). It further adds, 'This internal assessment or evaluation conducted by the schools is of greater significance and should be given increasing importance. It should be comprehensive, evaluating all those aspects of students' growth that are measured by the external examination and also those personality traits, interests and attitudes which cannot be assessed by it.' (9.84).

How would the System help? The CCE grading system was implemented with the sole intention to help the students and their parents, who are the main stakeholders of the school level education in many different ways. The primary purpose of the CCE is to reduce stress and anxiety which builds up most of the time during the examination. This has many adverse influences on young students under the age group of 13 to 15 years. The CCE will automatically bring down the dropout rate and will increase the performance of students. The CCE is giving more importance to learning rather than teaching to test the students memory capacity. The students will have more conceptual clarification with the aid of experiential learning in the class room itself. Students will have a chance to develop their personality and will be able to focus in the co-scholastic aspect. This development is also evaluated in the Continuous and Comprehensive Evaluation scheme. This evaluation system has many effective and advanced system implanted which will prepare each student for life. The new system of education gives importance to the physical fitness, emotional balance and mental alertness of students, which is to a certain extent lacking in the older system of education. Students are motivated and are provided enough time to develop their interests, hobbies and individuality. The CCE provides students a friendly environment relatively than the fearful and stressed out older system. Students will be equipped with different life skills, critical thinking capabilities, develop their creativity and social skills and will be adaptive and cop steadily while entering in to a highly competitive environment.

Assessment of Scholastic areas

In the CCE grading system there will be dual Formative assessments and single Summative assessment for assessment of Scholastic areas. In the Formative assessment students will be given regular feedbacks and motivate them to actively involve themselves in self learning. This will help to increase the students performance level and confidence level. The Formative Assessment is not constrained only to the pencil paper tests. It also has various quizzes, oral testing, projects, assignments etc. The Summative assessment in the CCE is a way of assessment of students performance at the end of the teaching. The evaluation is of pen-paper test and is carried out by the schools themselves. This will be held at the end of each term. There will be an evaluation of Co-Scholastic areas like students achievement, Attitudes, Creative and scientific skills, health and physical education and many more.

Recommendations of National Curriculum for Elementary and Secondary Education in Reforming Evaluation Practices
The continuous and comprehensive evaluation was initiated based on the recommendations to reform evaluation practices in school education by National curriculum for elementary and secondary education a framework (1988). Therefore it is desirable to examine the viewpoints presented in the framework with respect to evaluation. The framework emphasizes the following. 1. Defining minimum levels of learning at all stages of education while evaluating the attainment of children 2. Attaining mastery level in al competencies. 3. Broadening the scope of learners assessment by way of including the assessment of psychomotor skills and socio-emotional attributes. 4. Aiming at qualitative improvement in education through valuation. 5. Using grades instead of marks 6. As feedback mechanism for the benefit of teachers, learners and parents providing timely corrective measures for improving attainment level of students.

7. Using various tools, techniques and modes of evaluation such as paper, pencil test, oral testing, observation schedules, rating scales, interviews and anecdotal records, individual and group evaluation methods at different stages. Maintain comprehensive student portfolios based on observational and situational tests. 8. Reducing undue emphasis on paper pencil tests in evaluation process. 9. Using more and more informal means of testing to reduce the anxiety and fear of the examinees. 10. Laying more stress on informal and child friendly methods of testing. 11. Recording of evidences regarding psychomotor skills related to co-scholastic areas such as work experience, art education and physical education. 12. Preparing a profile of the growth and development of every learner. 13. Every school may do planning of a detailed scheme of evaluation in view of the minimum learning outcomes coupled with content. 14. Evaluation of the key qualities like regularity and punctuality, cleanliness, self-control, sense of duty, desire to serve, responsibility, fraternity, democratic attitude and sense of obligation to environmental protection. 15. Participatory and humane evaluation. 16. Continuity of evaluation through periodical assessment of learning to be utilized for diagnosing the areas of difficulty and arranging remedial instruction. 17. Demystification of evaluation process for making it transparent by taking parents and community into confidence. 18. Communication of the evaluation outcomes in a positive manner. 19. Developing competence for self-evaluation keeping in view the maturity level of children.

Tools and techniques of evaluation Evaluation of Scholastic areas

Area Periodicity Reporting Every day after Oral test completing a competency All the Class work Question or group of competencies Using direct or school Written test Project work Indirectgrades paper Unit test Practical activities Subjects Assignments Diagnostic Monthly class test Unit Maintenance of Portfolios test test Terminal test Technique Tool Oral questions

Evaluation of co-scholastic areas and Personal and social qualities

Area Technique Tool Periodicity Reporting

Health

Medical checkup physical growth

for

Norms of fitness used by Doctor

Once in a year

Health status

Physical Education

Observation of activities

Rating scale

As per table

time

Direct Grading

Work Experience & Art Education

Observation at work and activities Maintenance of Portfolios

Rating Scale

As timetable

per

Direct Grading

Social and Personal qualities -Cleanliness Obedience Discipline -Cooperation Regularity Punctuality Protecting environment Truthfulness Patriotism Responsibility

Observation, Interview and Self reporting techniques (students diary)

Rating scale, Checklist and Anecdotal Records

Day to day observations by the teachers by determining criteria for each trait

Direct Grading (once in every month)

How Does Continuous and Comprehensive Evaluation Help a Classroom Teacher?

In sum, the continuous and comprehensive evaluation helps a classroom teacher in the following ways.

To identify learning difficulties in mastering certain competencies and the intensity of such learning difficulties. To improve students learning through diagnosis of their performance. To plan appropriate remedial measures to enable he students who have learning difficulties in mastering the competency. To improve or alter instructional strategies to enhance the quality of teaching. To decide upon the selecting of various media and materials as a supportive system in mastering the competencies. To strengthen evaluation procedure itself.

What Does the CCE Involve?

The CCE is an attempt to shift from learning by rote to applying ones knowledge. The questions in examination paper will not simply be based on information, but on interpretation of concepts. So mugging up will not be enough. Under the CCE, assessment is carried out under two categories summative (weighted at 60%) and formative (weighted at 40%). Summative assessment will be conducted at the end of each term, and will be largely performance-based. This is divided into two categories Scholastic and Co-Scholastic Areas. Scholastic area assessment is based on the students knowledge of the portions covered by the syllabus in various subjects. This also includes Physical Education, Yoga, Gymnastics and Folk Arts. Co-Scholastic areas refer to life skills, personality development, participation in programmes like the NSS, Scouts, indigenous sports, clubs, and other individual skills, including performing and visual arts.

Formative assessment is continuous (done throughout the term), and will be based on lateral thinking tests as well as activities such as projects, debates and group discussions. The written tests will fall under Classroom Assessment, and activities under Skill-Based Assessment. There will be six tests for each type, in each subject, and the best four performances will be taken into consideration for the final grade. Grades are given based on the performance of the students, and so are grade points. Technically, the grade points when multiplied by ten will give an indication of the marks in that area. But this is not always accurate.

Why Is the CCE Being Adopted? The Government Order puts down two main reasons for the shift in evaluation system that the question papers are predictable and dont test the students creativity, and that fear of failure leads to many tragic consequences. The implementation of the grading system instead of marks in the CBSE seems to have been a success. Within months of the first grade-based final results being announced, media reported that there were fewer distress calls to helplines, and no instances of suicide in Class X. There were fewer applications for re-evaluation too, and this was thought to be because someone who got the top grade could have scored anywhere between 81 and 100 percent. The other reason given for the proposed shift is the inability of the current system to accommodate the students learning style or learning capacity. When Will CCE be Implemented? The implementation of the CCE is planned for classes I to VIII for the academic year 2012-13. For the higher classes IX and X it will be implemented in 2013-14. It isnt clear yet whether Classes XI and XII will be included. What Are the Concerns? Most parents and educators are said to be pleased with this idea, because the CCE will take some of the pressure off students. Also, many feel it will help bring students of the state board on par with their counterparts in CBSE, especially after the implementation of the USE, which was largely viewed as lowering the standard of the matriculation syllabus. However, some are doubtful about the teachers capacity to cope with the workload and assessment requirements of the new system. A similar scheme, Comprehensive Internal Assessment, was abandoned in the 1970s, because teachers said they could not handle it. Under this system, students will have to be graded on their performance in debates and speeches, which means the teachers skill-sets will also have to broaden.

TABLES Table 1: Grades for Scholastic Areas MARKS SUMMATIVE ASSESSMENT 55-60 49-54 43-48 37-42 31-36 25-30 19-24 13-18 12 and below FORMATIVE ASSESSMENT 37-40 33-36 29-32 25-28 21-24 17-20 13-16 9-12 8 and below GRADE GRADE POINT A1 A2 B1 B2 C1 C2 D E1 E2 10 9 8 7 6 5 4

Key: A Excellent B Very good C Good D Satisfactory E Needs improvement

CCE Guidelines and Pattern

Continuous and Comprehensive Evaluation refers to a system of school based assessment that covers all aspects of students development. It emphasizes two fold objectives.Continuity in evaluation and assessment of broad based learning.

CCE helps in reducing stress of students by :

Identifying learning progress of students at regular time intervals on small portions of content. Employing a variety of remedial measures of teaching based on learning needs and potential of different students. Desisting from using negative comments on the learners performance. Encouraging learning through employment of a variety of teaching aids and techniques. Involving learners actively in the learning process. Recognizing and encouraging specific abilities of students, who do not excel in academics but perform well in other co-curricular areas.

TEACHERS SHOULD KEEP IN MIND

Use a variety of tools (oral, projects, presentations) . Understand different learning styles and abilities. Share the assessment criteria with the students. Allow peer and self assessment. Give an opportunity to the student to improve.

Important Points :

CCE will cover the scholastic and co scholastic areas of school education. The two types of assessment referred to in the circular are formative and summative. The periodicity of the two types of assessment are four and twice a year respectively. Formative Assessment totals to 40% weightage. Summative Assessment totals to 60% weightage. There are nine grades in Part A of Scholastic assessment and Part B of the same assessment has five grades.

Summative assessment covers non academic areas like attitudes and skills and there are three grades. If a student secures Grade 6 in the academic areas his/her marks would range from 51% to 60%. CCE advocates absolute grading. This means that Grade 9 would imply an A2 grade. The academic term will be divided into two terms.

Advantages of CCE System

CCE helps in reducing stress of students by Identifying learning progress of students at regular time intervals on small portions of content. Employing a variety of remedial measures of teaching based on learning needs and potential of different students. Desisting from using negative comments on the learners performance. Encouraging learning through employment of a variety of teaching aids and techniques. Involving learners actively in the learning process. Recognizing and encouraging specific abilities of students, who do not excel in academics but perform well in other co-curricular areas.

CCE helps in improving students performance by identifying his/her learning difficulties at regular time intervals right from the beginning of the academic session and employing suitable remedial measures for enhancing their learning performance. Holistic education demands development of all aspects of individuals personality including cognitive, affective and psycho motor domains. It is unfortunate that not much attention and emphasis is given to the development of interests, hobbies and passion of learners. Focusing on excellence in academics alone undoubtedly results in lop-sided development of personality. It is thus essential that due importance be given to participation in cocumeular activities like music, dance, art, dramatics and other areas of ones interest to make life more fulfilling and enjoyable. Scheme of CCE is expected to help the child make informed choice of subjects in class XI based on his aptitude, interests, liking, and academic performance. With CCE aiming at all round development of the childs personality it is expected that a student will be able to take up competitive examinations in right earnest. It may be clearly understood that introduction of CCE does not mean less emphasis on academic attainment. Students will still be required to do well in studies. However due to acquisition of additional life skills, like thinking and emotional skills, they are expected to meet different life situations with greater maturity. CCE helps in dropping stress of students in different ways like, evaluating learning advancement of students at expected time gaps on small portions of contents. It employs a range of corrective measures of education based on learning requirements and potential of different students. The grading system will help to give up the use of negative comments on the learners performance. Encourage learning through employing different teaching aids and techniques and involving captive activities in the learning process. The new CCE system recognizes the specific abilities of childrens and motivates them in those areas.

The Disadvantages of Comprehensive Continuous Evaluation 1. Time Constraints

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CCE requires teachers to spend more time evaluating individual students. While the advantages of this include a broader view of the child's progress and more interaction with the child's parents, it can put additional strain on teachers that negatively influences their ability to assess students. Student conferences are more frequent under this system, requiring teachers to add more hours to their work day. This disadvantage can easily be remedied if parents avail themselves for conferences with the teacher during school hours and if classroom sizes are limited.

2. Potential for Inconsistencies

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CCE requires all teachers be trained and adhere to the same assessment methods. However, the system is liable to suffer from many inconsistencies. Teachers are charged with assessing cognitive abilities as well as health habits, work habits, cleanliness and cooperation. While a general standard of health habits and cleanliness, for example, may be assumed, the truth is such personal standards can be surprisingly subjective. Training teachers in assessing these values may not provide any more consistent results than standardized testing.

3. Potential for Prejudice

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CCE is aimed at grooming students academically as well as shaping their attitudes, beliefs and values. The potential for prejudice against minority groups or sectarian religious groups is a great risk in a system based on teacher-only assessment. Standardized tests allow students whose grades may be negatively influenced by teacher prejudice to prove their capability outside of the classroom.

4. The Ghost of Classrooms Past

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Kindergarten through high school portfolio assessment may set students up for continued poor performance. Traditionally, students have started each new school year without any known predetermined expectations by teachers. This can be liberating for students who wish to leave their poor performance behind and apply themselves anew. However, carrying records of poor performance in elementary through high school may engender in students a low expectation of their ability to overcome that history of performance. A teacher's ability to read a student's entire history may unintentionally establish expectations of poor performance that prevents teachers from applying different methods of teaching subjects to struggling students.

Conclusion:::
The education system in India has been quite conventional over the past few decades. There is an argument that it is still following the British system. As part of that, students are rated on marks and their promotions to the next class are depending on that. However, with the intervention of the union minister Kapil Sibal, a new system was introduced and this is the Continuous and Comprehensive Evaluation (CCE). As part of that, the marks of students are being replaced by grades and the rating system would also involve the student's participation in curricular and extra-curricular activities. The objective behind this is to develop an overall personality of the student while pursuing academics. Parameters such as public speaking, behaviour, teamwork, innovation etc are also taken into consideration and an overall assessment of the student is done irrespective of individual differences. At one level, the CCE has got its own benefits since those who are not good in academics can cover it up by displaying their skills in sports, arts, music, humanities etc. This has also allowed the educational institutions to come up with their own form of curriculum and syllabus. Regular performance review helps the student to identify his/her areas of development and come up with remedial measures. This enhances their learning performances. This has allowed the institutions to break the year into two semesters. On the flip side, a student who scores 99 marks will be treated on par with a student who has scored 85 marks. So, the aspect of recognition among peers is ruled out. On the other hand, with the demand for focusing on various activities to improve the rating, the students are compelled to focus on projects than just the academic studies. Also, it makes the student become less confident when it comes to facing board exams. With CCE becoming an optional path, many students prefer this since it is easier to pass through grades than marks. What are your thoughts on this folks.