What are the shortcomings in our Educational Evaluation system? Suggest the ways for improving the same.

Highlight specifically the innovative suggested by Educationists.

Bad evaluation system - This is a problem in most of the boards. The problem I
dreamed to be solved is that students who give their board exams, at least as far as I see in CBSE, dont even know who is correcting and evaluating their answer sheets. They cant discuss their papers with the evaluators if they find any error in their correction of papers. This is very disgusting. Just making signatures does not work. What if that particular student wants to discuss his paper with that particular evaluator, will he discuss it with the evaluators signature? Teaching and Evaluation System Roorkee IIT Each academic year is divided into two semesters and teaching programmes are organized around the credit system. Teaching includes lectures, tutorials, practicals, projects, seminars, dissertations and field & industrial training. The Institute lays special emphasis on the tutorial system, which is based on a close personal interaction between students and teachers. The undergraduate students have to undergo a comprehensive project during the final year of their studies. A distinct feature of the education system at Roorkee is the emphasis on overall personality development and instilling in students the qualities of leadership . Thus, extra curricular activities are an important part of student life. The Institute has provided the largest number of engineers in the task of nation building. Academic committees and faculty board of each Department use course - appraisal to review the course contents. At the end of each semester every student gives a feedback on the course content, its relevance and performance of the teacher. Feed back from students has helped in continually improving courses and teaching quality.

ASSESSMENT AND EDUCATION

8.1. Objectives
8.11. Assessment and evaluation form an integral part of the total, educational process. It is essential that, during and at the end of a course of study, both the teacher and the taught should eva- luate how far they have succeeded in the attainment of the objectives of teaching and learning. Assessment and evaluation is a continuous activity which should be designed simultaneously with curriculum development. 8.12. A well designed system of assessment and evaluation is a powerful educational device. It serves the following purposes: it indicates what is important in the subject, how the facts,

concepts and principles are educated and used in a given situation, and whether the requisite mastery has been achieved by the student in the course, it furnishes some rational basis of judgment of the student's accomplishment and provides a basis for comparing each individual student's attainment with that of the rest of the, class; it points to the, direction for further learning and serves as a guide to the teacher to evolve effective and suitable teaching methods and techniques; and finally, it indicates whether the objectives of the curriculum have been achieved.

8.2. Defects in the Existing System

8.21. Evaluation of students on the basis of external final examination is in vogue in all the polytechnics. Under this system it often happens that the subject is taught by one person, the question paper is set by another and the student's answer scripts are valued by a third person. 8.22. The teacher at the polytechnic has no direct role in evaluating the student he has taught. The present system exerts a confining influence on teaching and is liable, in any event, to give a false picture of the real achievement of the student. 8.23. The present type of written examinations tempt the student to prepare for the examinations by memorising lecture notes for reproduction in the examination and thus place a premium on note learning. The student is subject to unnecessary stress and fear on the eve of the examinations. The percentage of failure in the system is very high with the result that the student is- likely to resort to malpractice to secure a pass. 8.24. Since the goal of the students is to pass the final examination, the teacher in his turn aims to prepare the student for it. He cannot introduce the latest developments in the subject to the students as the examination is restricted to the prescribed syllabus. The present practice of setting question papers and valuation of answer scripts arouses very little interest and enthusiasm to improve the methods of teaching. 8.25. Further, there is a large time-lag of two or three months between the date of examination and the date of declaration of results. During this period, the student is kept waiting and the institutions are precluded from starting the next academic session. If this lag is drastically reduced the institutional facilities could be better utilised. 8.26. Almost everyone-the teachers, students and representatives of industry and business-with whom the, Committee had discussions has stated categorically that the present examination system is one of the greatest drags on our efforts to improve technical education.

8.3. Suggested Reform

8.31. Education has a dual role-the dissemination of knowledge by teachers and the assimilation of knowledge by students. This is best served if the teacher simultaneously carries on the tasks of teaching and assessment. Such assessment will clearly reveal to the teacher whether his teaching is effective and whether learning is achieved. Continuous evaluation based on this principle will

not only remove the fear-complex in the mind of the student but also motivate him for effective learning. Consequently, the student will find his studies interesting. 8.32. The system of continuous internal assessment and evaluation is superior to the traditional time-test examinations. In the new system the students will consider evaluation as another learning activity. The system allows the student to study his valued answer scripts, to discuss them with his teachers, to seek clarification on the basis of assessment and to obtain guidance for improvement. This would act as an incentive to learning and help the student to plan his studies carefully. The teacher on the other hand would know where he has helped the students to understand and where he has not. This feed back will help him plan effective- teaching. The system will take into account such qualities of the student as his initiative, industry and discipline. The system of continuous evaluation is also a means by which the work of the student on the entire syllabus may be judged and not merely his work on part of the syllabus on which an examiner may base his questions. 8.33. The Committee is quite convinced of the efficacy and purposefulness of the system of continuous internal assessment and evaluation. However, it is conscious of the difficulties in the way of 38 39 implementing this system in our polytechnics immediately and in toto. 8.34. Internal assessment is a continuous process, which means that the final assessment in any subject should be made up of the results of a large number of tests, assignments etc. Different methods could be used for assessment', these include the following: (a) Quiz or unannounced tests, (b) Home assignments. (c) Periodic tests. (d) Oral tests. (e) Project work, term papers. (f) Participation in seminars and discussions. Each of these methods is effective in certain situations and not suitable in others. The nature of the subject and the objectives to be realised in the subject will to a great extent determine the methods of assessment. Therefore at the time of curriculum planning itself the methods of assessments suitable for each subject, the relative weightage for the methods and the timing and

sequence of their use must be carefully determined. In the light of such consideration and choice of techniques a great amount of planning will have to go into the methods and programme of teaching. The teacher will have to carefully plan and schedule his work of teaching and assessment. 8.35. The success of the system depends on its acceptance by students. Tests, assignments etc. must be framed to enable objectivity in assessment. The student must be briefed clearly and in advance about the programme of assessment, its contents, timing and criteria and the weightages attached to each method of assessment. He should also be allowed to discuss the valuation of his assignments, answer books or other work at every stage and be convinced of its fairness. 8.36. In order to maintain proper standards of assessment, it is necessary that the records of assessment are carefully maintained in detail and made available for scrutiny by the concerned authorities. 8.37. Frequent interchange of views and experience between polytechnics would be very valuable in developing satisfactory methods and techniques of internal assessment and in arriving at acceptable and standard patterns allowing necessary flexibility to suit the different subjects and methods of instruction. 8.38. Internal assessment calls for a great deal of planning and time-consuming work by the teachers concerned and this fact must be taken into account in determining the work loads of teachers. In the initial stages the teachers may experience some difficulties in carrying out internal assessment. They will require some training in the methodology, objectives and techniques of assessment and the preparation of test materials. 8.39. Taking into consideration the initial difficulties, the Committee feels that it would be advisable to start with a mixed evaluation system consisting of continuous internal assessment car- rying equal weightage With the external examination. This should however be a transitory arrangement.

Evaluation goes digital

Visvesvaraya Technological University (VTU), the only technological university in Karnataka and one of the biggest in India, is all set to achieve another major milestone soon when it will virtually revolutionise the evaluation system by introducing Digital Evaluation System (DES) for all undergraduate, postgraduate and research/doctoral programmes. If the pace with which the initiatives taken in this direction is any indication, the new technological order will become operational by the beginning of the next academic session (2011-12). And, the VTU will be the first university in Karnataka to have a DES. Promoting quality

With its stated vision to become an outstanding technological university at the cutting edge of science and technology that produces world-class knowledge-delivery, research, extension and leadership in technology innovation for industry and society, the measure to add a new dimension to the evaluation system could also be seen in response to the expected initiatives under the 11th Five-Year Plan, which while dealing with the higher education system in India, emphasised on speedy and substantive academic and administrative reforms for promotion of quality and excellence in the university. The VTU, with 186 engineering colleges affiliated to it and offering 28 UG programmes and 71 PG programmes and research programmes, has an annual intake of about 60,800 at the UG level and 20,000 at the PG level. It has 13 QIP (Quality Improvement Programme) centres at its various affiliated colleges and 16 Extension Centres offering PG programmes. There are over 2,305 departments recognised as research centres. Such a massive campus spread across the entire State also brings in greater responsibilities and demands a high degree of efficiency and transparency in administration. Technology is one of the most important tools in achieving them and make value additions to the system'. For any university, conducting examinations and declaring error-free results is the biggest responsibility and underscores the need for the highest degree of efficiency, transparency and speed. Thus, the VTU is working on its plan to introduce DES and enabling its examination system to become efficient. It is part of reforms in the examination/evaluation system and also to reach out to all the candidates enrolled with the university through technology, said Vice-Chancellor H. Maheshappa. Integrated system Highlighting its salient features to The Hindu EducationPlus, he said the system is well designed for integrated examination management. Under the proposed system an enrolled candidate who wishes to appear for the university examinations should be able to fill his examination form online, rather, the form should be available to the candidate at his or her finger-tips. The eligibility of the students who have examination forms will be ensured through software specifically designed for the purpose. The admission tickets' will be made available online so that the students take a direct print-copy with the help of the software and carry the tickets to the examination centre. The Internal Assessments marks will be uploaded to the server as and when finalised. Question bank A Question Bank' will be created for the purpose of generating question papers. The University will take the services of well-qualified and experienced faculty for this purpose. The question bank in each subject will be updated for every changed scheme.

The question papers will be generated through an automated system under the control of Registrar (Evaluation) and supplied through the Internet-enabled software to every affiliated college. The Karnataka Government provides VPN (Virtual Private Network) system to educational institutions. The VTU is already in the process of getting one. The answer scripts' of the candidates will be digitised for evaluation. Once the VPN is available, no teacher needs to move out of campus to evaluate the answer scripts. The physical presence of the valuators will be ensured during the valuation with technological interface. More economical This process will be more economical than the conventional method of evaluation as well as it will expedite processing of results with 100 per cent accuracy. Once we introduce this new digitised valuation system, I am quite sure that our students will get the results in a record time, said Prof. Maheshappa. For their post-results documents, students need not come to the university, they can get the documents at their fingertips. However, certain documents, which required high security-modules, will be issued by the University. Yet, there would not be any delay in the issuance of such documents. The VTU, as part of its ongoing endeavour to introduce such hi-tech evaluation system for all UG and PG programmes, has already implemented the Digital Evaluation System for the answer scripts that are generated through the Course Work Examinations for research programmes, said Registrar (Evaluation) S.A. Kori.

Concept, purposes and types of Evaluation system

This article is about the evaluation system. Evaluation is to judge the worth of all the educational outcomes brought about as a result of teaching learning process. It is a continuous appraisal of the achievement of the aims of education as well as the methods of teaching and learning with a view to continuous improvements.

What is evaluation?
Evaluation is a continuous appraisal of the achievement of the aims of education as well as the methods of teaching and learning with a view to continuous improvements so that education becomes dynamic and self-developing. It also involves the self-appraisal by the student of their success and failures from time to time. This way, the students come to know their own

drawbacks and try to improve. Thus it helps the teacher in diagnosing the pupil's difficulties. In other words Evaluation is the process of gathering and interpreting evidence on changes in the behaviour of the students as the progress through school. Thus evaluation may be defined as a systematic process of determining the extent which educational objectives are achieved by the pupils.

Purpose of Evaluation
In broad sense, the purpose of evaluation can be classified into two categories : The Educational Purpose- The educational purpose of evaluation is basically with quality control in relation to learning-teaching-curriculum. The Administrative Purpose- The administrative purpose of evaluation is concerned with the accountability to society, parents and education system. Types of Evaluation Evaluation can be classified into three categories: Diagnostic Evaluation--- This type of evaluation is generally done in the beginning of teachinglearning process in order to find out the specific weaknesses, either of an individual or at class level, and also to find out particular strength. Formative Evaluation--- It is concerned with making decisions relating to forming or development of students as well as of the courses. It provides feedback at appropriate stages of teaching-learning process which helps in making changes in the curriculum, teaching strategies and the learning environment. Summative Evaluation--- It is concerned with making judgements about a finished product or process. Cumulative assessments, where they are undertaken solely for the purposes of selection, promotion, prediction, recording and such other administrative purposes, should be considered as a series of summative evaluation.

India has exam system, not education system: CN Rao

The head of Scientific Advisory Council to the Prime Minister, C.N. Rao has written a letter to the Prime Minister drawing his attention towards the faulty education system in the country. In the letter, Rao has touted various multiple entrance exams as a menace and asked for a single common entrance test to replace it. Rao has recommended the American method of holding one national exam before joining any university Putting it bluntly, Rao told the PM that India is said to "have an examination system but not an education system... When will young people stop taking exams and do something worthwhile?" Referring to the exam overdrive, Rao informed Manmohan Singh about various levels of

entrances, "It is important to relook the entire examination system including the system of final examinations, entrance examinations, qualifying examinations, selection examinations, and so on. Now one hears of a proposal to have a qualifying or accreditation examination for medical graduates and post-graduates." Rao has cited the example of pressure of entrances like Joint Entrance Examination conducted by IIT, he said, "IIT entrance exams have the reputation of being difficult and purposeful, but they have also had a negative effect on young minds. Young people suffer so much to succeed in these entrance exams, and in the process lose excitement in education itself." The lakhs who don't make it across the IIT gates, Rao told the PM, get exhausted and can't perform as well as young people with fresh minds. Scientific Advisory Council has prepared a 10-point checklist of key problems and challenges. It has asked the human resources development ministry to set up a taskforce to come up with an action-oriented document within a year. "We should seriously consider a possible scenario wherein the young India advantage enables India to emerge as the provider of trained manpower for the entire world in the next 20-30 years. This could be a worthwhile national objective," he told the PM. Rao has asked government to provide upport to 10 educational institutions to enable them to compete with the best in advanced countries.There's a manpower mismatch in many countries with too many professionals in some subjects. Prepare a vision document which foresees the problems 20 years. Increase the number of fully residential schools up to higher secondary level in rural India to nurture rural talent.