The teaching-learning-evaluation continuum was explained in which the positive feedback to both teachers and students were stressed to make evaluation a formative and an improvement-propelled exercise. The need for diagnostic tests and treatment in the form of remedial teaching sessions were stressed during the seminar. The main implication of CCE is that schools must move towards adherence to educational principles in classroom processes and practices and go for inclusive education if assessment is to play a positive role in improving education for all students.
The four sessions that were held during the seminar were the understanding the concept of CCE; classroom implications of CCE to provide scope of student observation including group works and supervised individual class work; group analysis of students work and unit test for remedial teaching and reporting the best work of child; teachers’ skill of writing a report on life-skills, social skills and thinking skills acquired by students.
It was felt during the seminar that schools must form ‘working groups on CCE’ as a support system to teachers to systematize the initiative of CCE with initial capacity building trainings and a scaffolding system. The key message of the seminar was that the schools must adopt right kind of learning environment and provide appropriate learning experiences to students for their cognitive, social, emotional, creative and ethical development.