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Continuous assessment is as the name suggest, continuous and frequent analysis of the learning performance. Moreover, this method is more of a tool, considering the increase in the need for constantly assessing students. Further, it also proves to be a technique of performance assessment that many educational institutes adopt.

Continuous Assessment or Comprehensive Analysis

Testing students on the basis of knowledge that they acquire from classes, books, and videos are not sufficient. Many times, students are excellent when it comes to studying the course out of a well-written book. However, the challenge lies in testing the student on something more. This is often in relation to the curriculum and the course.

If a student is able to score excellent grades in a written test or a viva, this is great! However, it does not show how the student is able to differentiate themselves with others. In order to be able to test the student on various skills, continuous assessment is crucial. Also, over the past few years, students have proven that they can burn the midnight oil and get their grades. But this does not showcase the knowledge that they have acquired over a period of time from the course. Therefore, continuously and regularly assessing and testing their performance on the various parameter is critical.

continous assessment

Features of Continuous Assessment

There are certain characteristic features of continuous assessment that makes it different from the mainstream tests. They are as follows.

  • They are regular and frequent in nature.
  • Also, cntinuous assessment can either be an intensive tool or a relaxed yet efficient technique.
  • They focus primarily on the course module and ensure that they are treated as regular feedback.
  • Moreover, the form of the continuous assessment can be different than usual, considering the final objectives.
  • The continuous assessment technique is an effective instrument to determine and develop competencies.
  • This method is comprehensive, cumulative, diagnostic, formative, guidance-oriented and systematic in nature.

Purpose of Continuous Assessment

There are 3 main and primary purpose for continuous assessment:

  1. Enhancing the student’s learning. Continuous and comprehensive assessment of the knowledge that the student acquires during the course of the module is very important. Moreover, this ensures that the student invests considerable time in studying, preparing and building on academic skills. This also ensures that the students is in constant touch with the curriculum and all that it has to offer. A constant, continuous and regular assessment of student performance and learning is the key to building a competent and skilled prospective workforce.
  2. Improving the faculty’s┬áteaching skills. The pressure of continuous assessment can ensure optimum performance of the teachers as well. Let’s say that a particular curriculum only has 1 final examination for 100 marks at the end of its course. In this case, the students, as well as the teachers, will find the necessity to consistently perform throughout the term and not only towards the end of the course, making it a great performance improviser.
  3. Improving the education and institutional assessment system. An education system that understands the importance of comprehensive assessment is great. Not only does this kind of system portray development but also shows how serious they are when it comes to providing opportunities and student performance.

FAQ on ContinuousAssessment

What are the pros and cons of adopting continuous comprehensive assessment?

Benefits of the continuous assessment are as follows:

  • Increasing sense of feeling inclusive
  • Early indicator of student performance
  • They provide a higher and qualitative learning standards for students

Drawbacks of continuous assessment are as follows:

  • Greater study pressure pushing students off to the edge
  • Inability of the system to strike a balance between pressure and pleasure of learning.
  • Lack of experience in the field can lead to a deviated assessment system

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