Page 35 - EVALUATION ENGLISH

Evaluation Reforms

4. External and Continuous Internal Assessment Modes

4.1 Current Examination System
Current examination systems traditionally rely on external University examinations which have
remained unchanged for several decades now. The ability of a student is decided by the end of the
term (semester/annual) examination; hence scoring more marks in this final examination is the
only aim of the student. The existing system does exert undue stress on the students as they have
to score higher to pursue a job or higher education career. However, we are witnessing the fact
that some higher educational institutions conduct their own tests to choose students thus showing
little faith on the marks obtained from such final examinations. This situation also questions the
reliability of the so called final examinations. In addition, society in India has their expectations
from students who appear for final examinations of current coveted degrees. If a student scores
high marks, they are adored, on the other hand if a student fails to score high marks, they are
labeled as low performers or are looked down upon. Truth is that students who are able to secure
a job have to perform well by and improvising their job/practical/application skills and acumen.
Focus on mere academic scores will definitely not improvise such practical skills.

Designing assessment systems solely based on recall of information will not help in the current
scenario; rather focus needs to be on active participation of learners. It is important to emphasize
that memorization should be discouraged. Improvement in a system is possible only when the
right blend of internal and external evaluation is done. Though harder to evaluate, assessment
modes should bring out abilities of students in terms of being creative, original and add new
knowledge and as such, modes of assessment have to be more self-regulatory.

Teaching pedagogy that embodies and emphasizes on internal assessment modes can empower
both teachers and students to perform to full potential and ability. Apart from other skills, focus
on building critical thinking, problem solving approach and project based learning is of immense
importance. These will assist in transformation of the teaching learning process.
4.2 Models of Assessment

Based on the types of assessment and triangulation of assessments, various models of
implementation are suggested for both theory as well as practical courses. All the models focus
on continuous assessments, mixing types, so that an ongoing feedback is obtained for both the
teacher and the student. It is possible to administer many of one type of assessment at regular
intervals or choose the best out of the many. This will encourage a student to improve on skills
and performance.

Model 1 (for Theory Course) Model 2 (for Theory Course)
Internal- 70% (140 marks), Internal- 70% (140 marks),
External- 30%(60 marks) External- 30%(60 marks)
Internal Assessment Modes Internal Assessment Modes
Class test (best 2 out of 3) 2 x 35marks Class test + Daily Home 2 x 35marks
Assignment 1 (best 2 out of the 3)
Quiz (best 3 out of 4) 3 x 10 marks Daily Home (compulsory) 40 marks
Assignment 2
S & GD Learning / 10 marks S & GD / Tutorial/Active 20 marks
Active Learning/Additional Assignment
Home Assignment 10 marks Attendance 10 marks
Class Assignment 10 marks External (End of semester) 60 marks
Attendance 10 marks
External (End of semester) 60 marks

Evaluation Reforms in Higher Educational Institutions 33