In an effort to reduce the STRESS and fear of examination, Continuous and Comprehensive Evaluation (CCE) has been recommended by different policy documents from time-to-time at the NATIONAL level. The Right of Children to Free and Compulsory Education (RTE) Act 2009 provided hope and vision to this approach of assessing children’s progress in a system which is accustomed to classifying and LABELLING children in terms of scores or grades. Despite the reforms in curricular material and pedagogy as envisaged by different national curricular frameworks, discrete changes at the ground level are not visible. It may be due to the fact that traditional practices of using tests and examinations as assessment strategies continue to prevail. This system denies acknowledging the individual needs, pace and socio-cultural contexts and looks at assessment as a one-way process, which does not take into account the teachers’ involvement in the CHILD’s learning. Recognising the role of a cooperative classroom that helps nurture the skills of learning to learn, it is important to ensure that teachers are not only equipped with skills but are also ­provided flexibilities to explore, innovate, and engage without getting burdened with continuous testing and record-keeping measures. Section 29(2) of the RTE Act–2009 requires that the guidelines of curriculum and evaluation procedures are laid down by the appropriate academic authorities. The NCERT, being the apex body in school education at the national level, developed resource materials to address CCE and also disseminated it widely. The efforts made by different States and UTs, under CCE, are significant. However, the misconstrued form of CCE, which is not in consonance with the empirically established concept of assessment, gave rise to some voices of dissent as both teachers and students felt ­burdened. In view of this and the learning outcomes DEFINED at the elementary stage, an exercise has been done by the NCERT to bring uniformity in CCE with appropriate flexibilities for the stakeholders at the school level. The guidelines that are generic may be used to conceptualise any CCE programme and develop the related resource material. The guidelines were shared with all States and UTs, Central Board of Secondary Education, Kendriya Vidyalaya Sangathan, Jawahar Navodaya Vidyalaya Samiti, and finalised after obtaining their suggestions. We hope that this document will provide Central and State affiliated bodies/institutions, a universalised vision of assessment that is sensitive to the needs, pace and style of each child.Explanation:please mark me as brainliest and follow me