Continuous and Comprehensive Evaluation (CCE) has emerged as an essential approach to educational assessment that seeks to evaluate learners holistically by integrating both academic and non-academic aspects of development. In higher education, particularly at the undergraduate level, effective implementation of CCE can enhance teaching-learning outcomes, promote continuous feedback, and foster student-centered learning. The present study investigates the effectiveness of Continuous and Comprehensive Evaluation in undergraduate colleges of West Bengal. The study examines teachers’ perceptions regarding the implementation and impact of CCE across different institutional and demographic variables such as gender, college type, teaching experience, and academic qualifications. A descriptive survey method was employed, involving 120 college teachers selected from government, government-aided, and private undergraduate colleges in West Bengal. Data were collected using a structured opinionnaire developed by the investigator. Statistical techniques such as mean, standard deviation, t-test, and ANOVA were used for analysis. The findings reveal significant differences in teachers’ perceptions based on gender and college type, while no significant differences were found concerning academic qualification and teaching experience. The study highlights the need for faculty orientation, institutional support, and systematic monitoring to ensure effective implementation of CCE in undergraduate education.

Keywords: Continuous and Comprehensive Evaluation (CCE), Undergraduate Colleges, Teacher Perception, Educational Assessment, Higher Education.