Which of the following is not a feature of continuous and comprehensive…

Continuous and Comprehensive Evaluation (CCE) is a school-based assessment framework (introduced under NCF 2005 and adopted by CBSE and several state boards) built on two ideas: "continuous" means assessment is spread across the year through regular, frequent checks rather than a single terminal exam, and "comprehensive" means it covers both scholastic (academic, subject-based) and co-scholastic (life skills, attitudes, values, co-curricular participation) domains, with early diagnosis of learning gaps built into the process.

The question asks which statement does NOT describe CCE, so each option has to be checked against both halves of that definition — the "continuous" half (regular, frequent) and the "comprehensive" half (scholastic and co-scholastic together).

• Regularity of assessment matches the "continuous" half directly — CCE replaces a single annual exam with ongoing, spaced-out assessment, so this genuinely describes CCE.

• Frequency of unit tests is exactly the practical mechanism of continuous assessment — frequent, unit-level testing through the year, so this too genuinely describes CCE.

• Diagnosis of learning gaps is the core purpose continuous assessment serves — catching weak areas early so they can be remediated before a final exam, so this also genuinely describes CCE.

• Measuring only scholastic achievement contradicts the "comprehensive" half of the definition, which was specifically introduced to look beyond academic marks to co-scholastic development; restricting evaluation to scholastic achievement alone describes an older, exam-only system, not CCE.

Since the whole point of adding "comprehensive" to evaluation was to stop assessment from being scholastic-marks-only, a statement describing scholastic-only measurement is the one inconsistent with CCE — confirming it as the feature CCE does not have.