Page 37 - EVALUATION ENGLISH

Evaluation Reforms

ii. The schedule and pattern of continuous assessment/evaluation should be decided by
the concerned institution in advance and publicized to all students and faculty through
the institutional regulations and the student’s information brochure. The components of
internal assessment/evaluation are to have a time frame for completion by students with
concurrent and continuous evaluation of faculty members. Following the principle of
“those who teach should evaluate”, the continuous internal assessment/evaluation have
to be conducted by the teacher and the evaluation outcome should be expressed by pre-
determined marks or by grades. Tests that are prepared by teachers and conducted during
academic teaching are considered of high value as opposed to the end of term tests that are
more threatening in nature. However, teachers have to include elements of self-assessment
or peer-assessment during construction of such tests.
iii. In order to ensure transparency, fair-play and accountability, the evaluation report submitted
by al the faculty members are to be reviewed from time to time by a committee of the
institution constituted by the appropriate authority.
iv. The outcome of the internal evaluation reviewed by the committee is to be announced and
displayed on the notice board as per the time frame of the academic calendar.

v. The proportion of Internal evaluation (IE) to External Evaluation (EE) should be specified
for UG ( 30:70) and for PG ( 40:60). The proportion of IE can be low to start with . It
can be raised progressively in a phased manner to 50% depending on the outcome of the
experience. Though this may be accepted in principle, putting it into practice needs issues
to be addressed and weeded out.

However, care has to be taken that schemes of internal assessment should not adhere to a
standard system or mode or type. Relevant types of internal assessment have to be developed
suiting the needs and requirement of each specific subject. There is no one size that fits all.
Teachers need continued support and training through workshops to successfully implement
such internal assessment schemes otherwise an improper handling will lead to perception by
students doubting its integrity and impartiality.

Evaluation Reforms in Higher Educational Institutions 35