The COVID-19 pandemic caused an unprecedented disruption in the education system, compelling schools to shift abruptly from traditional classroom teaching to online and virtual modes. This sudden transition posed serious challenges to student assessment, particularly in implementing Continuous and Comprehensive Evaluation (CCE), which emphasizes holistic, formative, and learner-centred assessment. The present study examines the practices of Continuous and Comprehensive Assessment adopted during the COVID-19 pandemic at secondary schools in Kerala. A qualitative research design was employed, and data were collected from 110 secondary school teachers using a structured questionnaire. The responses were analysed using thematic analysis with partial quantification. The findings reveal that teachers adopted diverse assessment strategies such as online assignments, projects, oral tests, quizzes, portfolios, and digital feedback mechanisms. However, major challenges included lack of direct interaction, technological constraints, assessment reliability issues, increased workload, and difficulties in evaluating co-scholastic aspects. The study highlights the need for teacher training, improved digital infrastructure, and flexible assessment policies to strengthen CCE practices in online and blended learning environments. The findings have important implications for policymakers, school administrators, and educators in rethinking assessment practices during crisis situations.
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