Abstract:
The Right to Education Act: 2009 provides right to free and compulsory education to all children between 6 to 14 years. One of the major mandates of RTE Act 2009 is to implement continuous and comprehensive evaluation which was envisaged in NCF 2005 as well. Continuous evaluation of learners will give teachers a holistic idea of what is basically required to improve teaching learning process. In CCE, teacher adopts various parameters with which he/she assesses learning progress of children continuously. Learning Indicators are most important parameters of CCE. They enable teacher to identify the learning gaps. The purpose of assessment is necessarily to improve processes and materials that would further enhance teaching and learning. In order to effectively assess the learners, definite learning indicators become very central in the process of learning.
Research informs that CCE is not being effectively implemented and there are certain hurdles in its implementation. The complexity of CCE is being highlighted as one of the major reason for the ineffective implementation of CCE. Moreover, it is also reported that, school teachers are not grasping the philosophy of CCE in its right spirit and are administering tools and techniques of CCE in a mechanical manner which is eventually becoming ritualistic. This is defeating the basic purpose of implementing CCE. Goa State also raised the demand to train their KRPs in this regard. Realising this is an immense need was observed to train the KRPs with the effective form of CCE implementation.
