BaalVikas
Menu
Tags Login Register

Categories

Concepts of Child Development View all (644) Growth vs Development: Concept & Difference61 Principles of Development148 Factors Affecting Development12 Heredity & Environment238 Stages of Development32 Methods of Child Study3 Mixed: Child Development & Pedagogy150
Domains of Development View all (969) Physical & Motor Development3 Cognitive Development429 Social Development21 Emotional Development109 Language Development23 Moral & Character Development384
Major Theorists of Development View all (1928) Jean Piaget519 Lev Vygotsky403 Lawrence Kohlberg19 Erik Erikson37 Jerome Bruner76 Albert Bandura134 Sigmund Freud278 Maslow, Rogers & Humanism406 Other Theorists (Gesell, Bronfenbrenner, Bowlby…)56
Learning View all (1410) Learning: Meaning, Nature & Types21 Classical Conditioning (Pavlov)90 Operant Conditioning (Skinner)262 Thorndike: Trial and Error191 Gestalt & Insight Learning284 Constructivism & Other Learning Theories44 Transfer of Learning, Curve & Plateau266 Memory & Forgetting123 Attention & Interest5 Motivation97 Learning Styles & Strategies27
Intelligence, Personality & Creativity View all (925) Intelligence: Concept & Theories212 Gardner: Multiple Intelligences301 Emotional Intelligence (EQ)11 Intelligence Tests (IQ)65 Personality: Theories & Types219 Personality Assessment & Tests24 Creativity92 Aptitude, Attitude & Interest1
Individual Differences & Inclusive Education View all (712) Individual Differences30 Inclusive Education250 Children with Special Needs (CWSN)63 Learning Disabilities (Dyslexia etc.)315 ADHD, Autism & Neurodevelopmental Conditions22 Gifted & Creative Children9 Disadvantaged Groups & Gender Equality23
Adjustment, Mental Health & Guidance View all (54) Adjustment & Defence Mechanisms35 Mental Health & Stress14 Problem Behaviour & Juvenile Delinquency1 Guidance & Counselling4
Child Rights & Protection View all (44) Child Rights (UNCRC)1 Right to Education (RTE Act 2009)33 Child Welfare Schemes (ICDS, Mid-day Meal…)10
Early Childhood Care & Education View all (48) ECCE: Concept & Importance1 Play-based & Activity-based Learning1 Montessori, Froebel & Pioneers of Child Education10 Foundational Literacy & Numeracy (FLN)3 Child Nutrition & Health33
Teaching-Learning Process View all (546) Teaching: Meaning, Nature & Principles3 Teaching Methods153 Teaching Maxims, Strategies & Techniques5 Lesson Planning & Unit Planning13 Teaching-Learning Material & ICT34 Classroom Management & Discipline5 Role of the Teacher & Professional Competence92 Child-centred & Active Learning231 Educational Psychology: Meaning & Methods10
Curriculum, Policies & Educational Philosophy View all (365) National Curriculum Framework (NCF)242 National Education Policy 202021 Education Commissions, Committees & Policies27 Educational Institutions (NCERT, NCTE, SCERT, DIET)10 Educational Philosophy & Thinkers65
Assessment & Evaluation View all (355) Measurement, Evaluation & Testing: Concepts200 Continuous & Comprehensive Evaluation (CCE)49 Test Construction, Reliability & Validity5 Diagnostic & Remedial Teaching39 Educational Objectives & Bloom's Taxonomy20 Question Paper Design & Types of Questions2 Educational Statistics (Mean, Median, Mode)40
Language Pedagogy View all (45) Language Acquisition & Language Learning21 Language Skills (LSRW)13 Multilingualism & Mother Tongue3 Teaching of Hindi5 Teaching of English (English Pedagogy)3
Subject Pedagogy View all (57) Teaching of Mathematics4 Teaching of Environmental Studies (EVS)47 Teaching of Science2 Teaching of Social Science4
Continuous & Comprehensive Evaluation (CCE)
Asked 3 months ago · Viewed 4,565 times
हिन्दी English

Which of the following statements is most appropriate regarding 'Continuous and Comprehensive Evaluation' (CCE) at the primary level in the teaching-learning process of Environmental Studies (EVS)?

Detailed Explanation

Explanation

The primary objective of Continuous and Comprehensive Evaluation (CCE) in Environmental Studies (EVS) is not merely assigning grades or marks, but continuously monitoring student progress during the learning process, identifying their weaknesses and difficulties, and providing Remedial Teaching to address them.

  • Option A is incorrect because CCE goes beyond written exams to assess all domains of development.
  • Option B is correct as it highlights formative assessment and remediation, which are core tenets of CCE.
  • Option C is incorrect because CCE is continuous, not a one-time end-of-term assessment.
  • Option D is incorrect because CCE aims to reduce stress and foster holistic development, not unhealthy competition.
Share:
Next question → In the teaching of Environmental Studies (EVS) under Continuous and… ← Previous question What is the primary purpose of using 'rubrics' in the…

Related Questions

→ In the teaching-learning process of Environmental Studies (EVS), which of the following statements is most appropriate and scientifically true regarding the main objectives of 'Continuous and Comprehensive Evaluation' (CCE) and its implementation methodology at the primary level? → Under educational assessment, upon conducting an in-depth analysis of the essential, theoretical, and practical aspects of 'Continuous and Comprehensive Evaluation' (CCE) and 'Assessment vs Evaluation', if a school adopts formative assessment regularly during the session instead of conducting only summative assessments at the end of the session, and continuously records the qualitative and quantitative development of all cognitive, affective, and psychomotor domains of the learner, which of the following statements is most authentically true in the context of this modern educational assessment paradigm? → Under the Continuous and Comprehensive Evaluation (CCE) system, when conducting an in-depth analysis of the philosophical and practical nature of 'Formative Assessment' and 'Summative Assessment', which of the following statements most authentically clarifies the primary difference between the two and their classroom objectives? → In the context of the Continuous and Comprehensive Evaluation (CCE) process in academic assessment, upon deep analysis of the philosophical and practical nature of 'Formative Assessment' and 'Summative Assessment', which of the following statements most accurately defines the fundamental difference between the two? → Which of the following primary objectives should be prioritized under Continuous and Comprehensive Evaluation (CCE) at the primary level in the teaching-learning process of Environmental Studies (EVS)? → In the teaching-learning process of Environmental Studies (EVS), what is the primary purpose of using 'Rubrics'? → In the context of Continuous and Comprehensive Evaluation (CCE) in Environmental Studies (EVS) teaching-learning, which of the following statements is most appropriate and relevant? → In the teaching-learning of Environmental Studies (EVS), which of the following methods or tools is considered most effective and authentic for the assessment of co-scholastic areas under 'Continuous and Comprehensive Evaluation' (CCE)?
Log in to add to quiz, bookmark, or report issues.