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@article{190633,
        author = {Prof Sunita Bhargava Principal and Dr Anjana Agarwal Asstt Prof},
        title = {“Impact of continuous and comprehensive evaluation on Teachers working efficiency & student’s mental pressure of senior secondary schools of Jaipur district”},
        journal = {International Journal of Innovative Research in Technology},
        year = {2026},
        volume = {12},
        number = {8},
        pages = {7761-7771},
        issn = {2349-6002},
        url = {https://ijirt.org/article?manuscript=190633},
        abstract = {The education system in India has undergone a paradigm shift with the introduction of Continuous and Comprehensive Evaluation (CCE) as a tool for holistic assessment of students. The core objective of CCE is to reduce the undue emphasis on rote learning, ensure continuous monitoring of student progress, and promote a balanced evaluation of scholastic as well as co-scholastic areas. However, the practical implications of its implementation at the senior secondary school level remain a matter of academic discussion. The present study attempts to explore the dual impact of CCE on two major stakeholders in the educational process—teachers and students.
The study seeks to analyze how CCE influences teachers’ working efficiency in terms of workload, classroom management, instructional planning, and evaluation techniques. Teachers, being the key agents in implementing CCE, often face challenges such as additional record maintenance, designing diverse assessment tools, and balancing academic and non-academic responsibilities. On the other hand, the research also examines the effect of CCE on students’ mental pressure in the context of senior secondary schools in Jaipur district. CCE was initially introduced with the intention of reducing examination-related stress by replacing the single high-stakes annual examination with multiple formative and summative assessments spread throughout the year. However, continuous assessment, frequent assignments, and activity-based tasks have, in some cases, resulted in students feeling a persistent sense of evaluation, thereby leading to sustained pressure rather than reducing it. The study investigates whether CCE has truly been able to alleviate mental pressure or whether it has merely redistributed the stress across the academic year.
The methodology of the study is based on a descriptive survey design. Data was collected from a representative sample of senior secondary school teachers and students across various government and private schools of Jaipur district. Self-made questionnaires were employed to gather both quantitative insights. The findings indicate that while CCE has potential benefits in terms of fostering continuous learning, developing life skills, and providing teachers with a comprehensive understanding of student performance, its success largely depends on adequate training of teachers, availability of resources, and rational structuring of evaluation practices.
The study concludes that the impact of CCE in Jaipur district’s senior secondary schools is multidimensional. To make CCE more effective, there is a pressing need for teacher empowerment through regular training programs, reduction of clerical workload, and a balanced design of assessments that genuinely foster learning without causing undue stress. The findings provide valuable insights for policymakers, educational administrators, and teachers in refining the CCE framework to achieve its intended goals of enhancing teaching efficiency and safeguarding student well-being.},
        keywords = {continuous and comprehensive evaluation, working efficiency, mental pressure},
        month = {January},
        }