Evaluating the Dual Impact of Continuous and Comprehensive Evaluation (CCE): A study of Student Productivity and Teacher Workload in Secondary Schools of Mayurbhanj District, Odisha

This study explores the dual impact of Continuous and Comprehensive Evaluation (CCE) on secondary school education in the Mayurbhanj district of Odisha, India. Implemented by the Central Board of Secondary Education (CBSE), CCE is designed to foster holistic student development by evaluating both scholastic and co-scholastic dimensions through continuous, formative assessments. While its objectives include reducing examination-related stress and enhancing learning outcomes, its practical implications for students and teachers remain contested. This research seeks to assess the effectiveness of CCE in improving students’ academic productivity and to examine the corresponding workload and challenges experienced by teachers. Using a mixed-methods approach, the study collected both quantitative and qualitative data. A total of 50 students’ scores from two formative assessments (FA2 and FA3) were analyzed to evaluate academic progress. Additionally, responses from 30 secondary school teachers—collected through structured questionnaires and informal interviews—were used to understand the perceived burden of implementing CCE. Statistical methods including t-tests, Pearson correlation, and Chi-square tests were employed to analyze the data. The results revealed a statistically significant improvement in student performance, with the mean score increasing from 215.66 in FA2 to 222.58 in FA3. A t-value of 4.90 (p < 0.05) led to the rejection of the null hypothesis, confirming that CCE positively influences students’ academic productivity. The Pearson correlation coefficient (r = 0.76) between the two assessments indicated high consistency and reliability of the evaluation framework. These findings align with prior studies (Ceyhan, 2018; Ferdinal, 2020) that emphasize the value of formative assessments in improving student engagement and performance. On the other hand, the study uncovered considerable challenges faced by teachers. Over 83% reported difficulties in maintaining continuous records, while 90% indicated that CCE increased their workload beyond regular teaching responsibilities. The Chi-square value (χ² = 10.8, p < 0.001) confirmed a significant perceived burden among teachers. Furthermore, only 40% of respondents felt adequately trained to implement CCE, and 63.3% cited poor infrastructural support. These findings echo the concerns raised by Mishra and Mallik (2014) and Yan (2014), who identified inadequate training and resource limitations as key barriers to effective implementation. Additional insights reveal that while 58.3% of teachers observed positive student responses to continuous assessment, many students showed signs of assessment fatigue, stress, and a lack of seriousness toward feedback. Moreover, parental involvement was found to be inconsistent, particularly in rural and tribal contexts, weakening the home-school collaboration essential for CCE's success (Sehgal, 2010). In conclusion, the study finds that while CCE can significantly enhance student productivity and learning outcomes, its sustainability is challenged by teacher burnout, lack of training, infrastructural deficiencies, and limited parental engagement. To maximize the benefits of CCE, systemic reforms are needed—particularly in teacher training, workload management, and community awareness. This research contributes to the growing discourse on educational reform by offering a balanced view of CCE’s promises and practical limitations in real-world school settings.