What are the characteristics of Continuous and Comprehensive Evaluation? (a)…

Concept — Continuous and Comprehensive Evaluation (CCE) is a school-based evaluation design named after its two defining halves. "Continuous" means that assessment evidence is gathered regularly across the whole learning period as low-stakes classroom evidence, instead of being concentrated in a single terminal examination. "Comprehensive" means that the assessment spans the whole learner — the scholastic domain (subject attainment) together with the co-scholastic domain (attitudes, interests, values, health, and life skills). Its declared purposes are to report attainment on a grade scale rather than on raw marks, and to use assessment as feedback for learning rather than only for certification.

Application — Test each listed statement against that definition:

• (a) Workload rises because of repeated tests — this is the standard criticism levelled at CCE as it is sometimes implemented, not a property the scheme claims for itself. The design intent runs the opposite way: spreading low-stakes evidence across the year is meant to distribute the assessment burden that a single terminal examination concentrates, not to multiply formal tests.

• (b) Marks are replaced by grades — a declared feature. Attainment is reported on a defined grade scale instead of raw marks, so that learners are not ranked on fine, and often meaningless, mark differences.

• (c) Every aspect of the student is evaluated — this is exactly the "comprehensive" half of the name: the scholastic domain plus the co-scholastic domain, rather than subject marks alone.

• (d) Examination phobia is reduced — a declared aim. Removing the single do-or-die terminal examination and gathering evidence continuously lowers test anxiety, which is why CCE is described as a stress-reducing reform.

Cross-check — Statements (b), (c) and (d) each restate a declared feature of the scheme, while (a) states a complaint about how it is implemented. So the correct code is (b), (c) and (d). Reading the remaining codes against the definition confirms this: any code containing (a) imports a criticism into a list of characteristics, and the code (b) and (d) is incomplete because it drops (c) — the "comprehensive" half that the scheme is literally named for.