Page 13 - EVALUATION ENGLISH

Current Examination System

In India, the higher education has so far been largely examination oriented. The examination pattern
that currently exists in University structure, test memory learning. In most cases, the examination
system is affiliating in nature with external final University-conducted examination at the end of
every semester or every year; this, solely serves as the purpose of assessment. This system, more
often than not, insulates students from the quest of knowledge, excitement of discovery and joy
of learning.

Often the annual examination alongwith marks, percentages and division leads to insensitive
cramming up of superficial discreet information. Thus, with very little focus on continuous
assessment during the teaching–learning process, it renders all emphasis on the final examinations
orienting all teaching and teaching pedagogy towards preparing students to work towards getting
better marks. In several instances, the university certified degree holders of UG, PG or Ph.D. are
subjected to another written examination before they are accepted for jobs in public or private
sectors. Thus, students enrolled under the higher education system are not coming out with the
desired level of knowledge and expertise.

The term-end examination is usually based on the question paper which tests only memory recall
as a skill. The way a question paper is set reflects on the academic quality of the institution and
its members. Thus, dependence on answering the term-end examination based on a question
paper puts forward flaws of the single nature of assessment (majority of marks are dependent
on performance at the term-end examination). The pattern and design of the question paper is
decided by the Board of Studies for each subject, and is responsible to appoint paper setters and
evaluators. Requirement of question papers by the examination department of a university is a
continuous process, thus there might be issues of compromise of quality of question papers set
due to its constant requirement.

The machinery of conduct of end of term examination exerts tremendous pressure on affiliating
universities due to large number of examinees. The question papers which are set have to be
printed and sent to various examination centres, which are at a distance requiring huge logistics
support so as to ensure that the examinations are conducted simultaneously. The answer scripts
of the students are then transported to designated centralized assessment centres. The marks of
each subject received from the designated evaluation centres have to be integrated into the mark
sheet of each individual student thereby requiring accuracy and its completion in limited time to
facilitate timely declaration of results.

Evaluation Reforms in Higher Educational Institutions 11