Teachers’ Attitude Towards Continuous and Comprehensive Evaluation in the Context of NEP 2020: a Study of Secondary School Teachers

Abstract

The National Education Policy (NEP) 2020 calls for a transformation of assessment from predominantly summative and content-based practices towards regular, formative, competency-based and holistic assessment that supports learning and development. In this context, the principles underlying Continuous and Comprehensive Evaluation (CCE)—continuous feedback, attention to multiple dimensions of learner development, and the use of assessment to improve teaching-learning—remain relevant to the emerging assessment culture envisaged by NEP 2020. The present study examines the attitude of secondary school teachers towards CCE and interprets its implications in the context of NEP 2020. A sample of 164 teachers (48 males and 116 females) working in Government and Provincialised secondary schools of Guwahati city was randomly selected. The standardized instrument ‘Teachers’ Attitude towards Continuous and Comprehensive Evaluation’ prepared by Vishal Sood and Aarti Anand was used for data collection. Appropriate statistical techniques were employed to examine differences between groups. The findings revealed that both male and female teachers have a favourable attitude towards CCE and that there is no significant gender difference in attitudes towards student-related, teacher-related, process-related, and overall aspects of CCE. The findings suggest a supportive attitudinal base among teachers for implementing the learner-centred, formative and holistic assessment reforms emphasized in NEP 2020, while also underscoring the need for sustained professional development in competency-based assessment