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Report

of the Committee on

Examination Reform
D:\Documents and Settings\deo01\Desktop\MEETING 26-10-09-FINAL REPORT.doc - 3 -

Index


1 Foreword


2 Report of the committee in Gujarati


3 Report of the committee in English


4 Terms of Reference & Members of
Committee Annex. I


5 CBSE Grading System Annex. - II








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====== X ======
- 1 -

EXAMINATION REFORMS IN GUJARAT

INTRODUCTION

1.1 Gujarat is known for enterprise. It is now leading the way in innovation and change in education through
a process of discussion and deliberation. Every child has a right to a high quality education. And in this
age, that education must reflect a synthesis of the old and the new, of creativity and competition, and
must achieve a balance of what may very often be conflicting forces.

The ideal education system and current concerns

1.2 Education is a process of human empowerment and enlightenment. The ideal education system would
help build ethical and compassionate citizens for a just and equitable society. It would uphold the
principles of excellence, real-life learning and service while helping students gain relevant and
employable skills in line with their inherent potential and interest.

1.3 Against this ideal, a number of concerns are expressed about the current system the disconnect
between education and real life, the levels of anxiety and stress, low quality of real student learning, high
percentages of drop-outs, the race for marks and the widespread prevalence of tuitions.


The role of evaluation and the need for reforms

1.4 Evaluation is an integral part of the education system and provides feedback to the individual and the
whole system. Meaningful evaluation can guide students to study



and work in fields best suited to their individual interests and skills. It can help a system to continuously
improve itself over time.

1.5 Our current evaluation systems - characterized by 10
th
and 12
th
class Board Exams - induce an
inordinate amount of anxiety and stress. They are largely inappropriate for the knowledge society of
the 21st century and its need for innovative problem-solvers. The quality of question papers is low (and)
usually calls for rote memorization and fails to test higher-order skills like reasoning and analysis, let
alone lateral thinking, creativity, and judgment. [NCF 2005 Position Paper on Examination Reforms].
They place stress on children to become aggressively competitive and force them to memorize
information and reproduce it for the sake of being examined in a mechanical manner, delinking school
knowledge from everyday experience.. [Learning Without Burden, 1993].

1.6 Reforms are necessary to make evaluation meaningful, improve the quality and importance of school-
based examination, while using external examinations appropriately.


- 2 -
RECOMMENDATIONS OF PAST EDUCATION COMMISSIONS AND RECENT DEVELOPMENTS

1.7 A number of education commissions have discussed these issues and we shall examine them focussing
specifically on the National Curriculum Framework (NCF) 2005 document. The CBSE has made the Class
10 Board Exams optional for its students starting from the 2011 exam (optional on-demand and aptitude
tests will additionally be offered). It has also announced a system of Continuous and Comprehensive
Evaluation (CCE) in its schools but concerns about implementation remain. Some states like Haryana
have introduced a semester system in classes 11 and 12. All these need to be carefully studied in the
context of Gujarats specific needs.

OBSERVATIONS AND RECOMMENDATIONS OF NATIONAL COMMISIONS

1.8 The problem is clearly described in these three quotes taken from the NCF 2005:
We have bartered away understanding for memory-based, short-term information accumulation.
This must be reversed, and we need to give our children some taste of understanding.
The fact that learning has become a source of burden and stress on children and their parents is
evidence of a deep distortion in educational aims and quality.
While urban middle-class children are stressed from the need to perform extremely well, rural
children are not sure about whether their preparation is adequate even to succeed. The high failure
rates, especially among the rural, economically weaker and socially deprived children, forces one to
critically review the whole system of evaluation and examination. For if the system was fair and
working adequately, there is no reason why children should not progress and learn.


1.9 A number of solutions related to examination reform have been proposed:

Shift from
testing content
to
understanding
Changing the typology of the question paper so that reasoning and creative abilities replace
memorization as the basis of evaluation (NCF 2005)
Shift from content based testing to problem solving and competency based testing; content
based testing induces bad pedagogy and rote learning, both of which create stress during
examinations. (NCF 2005)
Basic tables and formulae could be provided (in the question paper itself) to reduce emphasis
on memory and focus on analysis, evaluation and application. (NCF 2005)
Shift towards examinations of shorter duration with flexible time in which 25 to 40 per cent is
for short answer type questions and the remaining for well designed multiple choice
questions. (NCF 2005)
CCE Comprehensive and Continuous Internal Evaluation should be introduced in a phased manner,
initially at the elementary stage (Council of Boards of Secondary Education in India, COBSE,
1990)
Integration of examinations with classroom life by encouraging transparency and internal
assessment (NCF 2005)
Grading /
Percentiles, no
Fail
Relative Grading System on a nine point scale should be introduced for declaration of
individual results by the State Boards by 1995 at the elementary stage. (COBSE, 1990)
Present a wider range of performance parameters on the marksheet absolute marks/grades,
percentile rank among all candidates of that subject, and percentile rank among peers (NCF
2005)
Eliminating the terminology of Pass and Fail; indicate lack of adequate proficiency through
re-examination or reappear or retake recommended. (NCF 2005)
Higher/Lower
level exams
Examining subjects such as Mathematics and English at two levels; standard and higher level.
(NCF 2005)
Flexibility in Permitting students to appear in as many subjects as they are prepared for and complete the
- 3 -
taking exams Board certification requirements within a three-year window. (NCF 2005)
Conducting re-examination immediately after announcement of results. (NCF 2005)
Semester
System
Introduction of Semester System in a phased manner from the Secondary Stage so that the
students are enabled to progress at their own pace. (COBSE, 1990)
Miscellaneous
/Administrative
Conducting examinations in the student's own school or nearby school. (NCF 2005)
Postponement of examination should be avoided under all circumstances. (NCF 2005)
Guidance and
Counselling
Guidance and Counselling be made available in schools to deal with stress related problems
and to guide students, parents and teachers to lessen the students stress. Help lines in boards
can also help students and parents. (NCF 2005)
Abolishing
Board Exams /
Making them
optional
The State Boards should work towards abolition of Public Examinations, particularly at the end
of class X subject to credibility of continuous and comprehensive internal evaluation,. (COBSE,
1990)
Boards should consider, as a long-term measure, making the Class X examination optional thus
permitting students continuing in the same school (and who do not need a Board certificate)
to take an internal school exam instead. (NCF 2005)



DISCUSSIONS

Are we talking of examination reforms when we really need education reforms?

2.1 Many Education Commissions have observed that in India, the examination system seems to drive the
education system and not vice versa. More than a century ago, the Indian University Commission (1902)
observed that the teaching in Indian education stood subordinated to examination and not examination
to teaching. Other commissions like the Radhakrishnan Commission (1948) have pointed out that
examination reform was a matter of very high priority for educational reform as a whole. NCF 2005
rightly states that this pivotal position of exams in the educational system can be used to leverage
advantageto hasten reform within Indian education as a whole.

2.2 This is why examination reform may be the best way to initiate educational reform. The very importance
given to exams presents an opportunity for positive change through exam reform. If teaching focuses on
rote memorization because exams predominantly test memory and recall, shifting the focus of the exam
to understanding is likely to have a positive upstream effect on the education system. Of course, the
bigger and more difficult task of educational reform - teacher training, support and strengthening of
classroom processes - will be simultaneously needed.

Identifying the core problem

2.3 Student and parent stress and anxiety due to examinations, tuitions, high failure rates and drop-outs are
merely the symptoms of a deeper problem. As mentioned by a number of commissions, the deeper
problem is that our examinations test only rote and recall and not genuine understanding. The focus of
teaching is not that the child understands something useful, but merely that he or she can pass an
examination. That teaching tends to be rote-based is both an effect and a cause of rote-based
examinations essentially, the entire system is now steeped in rote learning.

2.4 But the requirements of the world outside are not met by this system of rote learning and rote-based
testing. Passing the examination does not either certify or mean that the student has developed useful,
- 4 -
employable skills. Naturally the only purpose of education and examinations remains acquisition of a
certificate or a degree. This is what we need to try and change.

Why is rote learning dominant in our system?

2.5 Our system is so deeply entrenched in rote learning that it is not easy to recognise and change it.
Reforms more often than not tend to be superficial, without really changing the system. Briefly the
causes of deeply entrenched rote-based system seem to be:
i) examinations that test mainly rote memory
ii) absence of systems to regularly monitor quality of learning
iii) inadequate continuous professional development and educational support for teachers.

2.6 Of course, all these causes are deeply inter-linked, but the vicious cycle has to be broken somewhere.
And it appears that examination reform could well be that starting point.

Examinations that test mainly rote memory

2.7 Many of the visible problems with our education system can be traced to the format of our test papers.
Though there are minor variations across Boards in India, the problems are quite common. The NCF
2005 describes in detail (using examples of actual questions from Board Exam papers across the
country) how the question papers themselves remain seriously problematic in the following ways:
repetition of identical or very similar questions across years encouraging coaching classes, ambiguous
phrasing of questions, inordinately lengthy thus allowing little time for serious thought and designed to
test a detailed knowledge of the textbook, not competencies or core concepts.

2.8 Part of the solution is the use of thoughtful multiple-choice questions (MCQ). However, it must be
realised that the multiple-choice format, by itself, is not a panacea. Rather the questions must be well-
designed, and they must not be repeated at least over a 3-5 year period. Short and long-answer type
questions have their place especially for testing skills and presenting arguments or comparing aspects
from two different parts of the syllabus. Of course such questions must be corrected by subject experts
and though an answer key would be provided, it cannot be applied very narrowly.

2.9 A systematic analysis of questions used in school leaving exams from around the world (including the
UK, Singapore, Japan, Finland and other countries) would yield a number of insights and would help to
improve the quality of the test papers. This analysis and reform is central if any real change is desired on
the ground and must be undertaken by the Board.

Absence of systems to regularly monitor quality of learning

The use of low-stake examinations or National Assessments
3.0 Low-stake examinations (sometimes called national assessments) are tests conducted on students to
understand the quality of learning and identify gaps. They are usually administered on a scientifically
selected sample of students and provide feedback on the quality of learning in the system. They can be
designed as benchmark studies to compare the learning across districts or even to compare the learning
in the state with that of another state or even another country known to be performing well. The
sample assessments conducted by the NCERT, the ASER test and the TIMSS and PISA tests at an
international level are examples.
- 5 -

3.1 The aim is not to provide grades or scores to individual students (hence the term low-stake). Since only
a sample of students from select classes (eg. 2, 4, 6 and 8) needs to be assessed, the costs and logistics
of such an assessment are lower. Modern techniques, both computer-related and assessment-related,
allow for detailed diagnostics which can provide insights and critical feedback allowing targeted
remedial action. Such assessments are actually a means for educational reform as they can influence
teaching-learning practices, for example, by emphasising that the test papers include questions that test
understanding and not just rote learning.

3.2 It is important that such assessments are conducted regularly every one, two, three or four years - so
that they can be used to monitor improvements in student learning or their lack thereof. An online
student achievement tracking system possibly part of the Educational Management System could
store these results allowing scientific analysis of improvement, identification of gaps and easy access to
the same.

The use of Formative Assessments or Continuous Comprehensive Evaluation (CCE)
3.3 The National Policy on Education, 1986, envisaged evaluation as a continuous process so that the
student would be helped to improve his level of achievement, as distinct from certification of the quality
of his performance at a given moment of time. This is often called Continuous and Comprehensive
Evaluation (CCE). This is called formative assessment in assessment theory.

3.4 Few disagree that ideally, a well-developed CCE system has to be a critical part of the evaluation
process. The challenges in a successful implementation of CCE are training of teachers to ensure
standard processes and reduce subjectivity and bias, the creation of systems to record continuous
evaluation data, and thus increasing the credibility of the CCE system in the eyes of parents, students
and colleges. The CBSE is taking steps in these directions and their experiences will provide valuable
insights to states including Gujarat.

3.5 It must be noted that Board Exams, low-stakes national assessments and CCE are complementary and
need not be mutually exclusive. In fact an effective education system needs all three and one cannot
replace the others.

Inadequate continuous professional development and educational support for teachers

Continuous Professional Development and Teacher Support Systems
3.6 These include not only traditional teacher training, but also exposure to new ideas (like CCE for
example), exchange programmes, peer reviews and teacher observation programmes. Exposure and
motivation programmes should also be included. Teacher support systems including video and the use
of ICT can help teachers prepare for their classes and refer to the best material and lesson plans
available. The effectiveness of the professional development programmes and teacher support systems
must be measured based on both teacher feedback and improvements in student learning.


Teacher Licensure Exams / Teacher Needs Assessments
3.7 It is important to ensure high quality of teaching. Rather than control this only by requiring minimum
qualifications or ensuring participation of officials in the recruitment process, the state could consider a
licensure exam which must be taken by all who want to become teachers. Candidates who score higher
- 6 -
may be given preference in terms of postings. Even for serving teachers, low-stakes teacher needs
assessments may be used to identify gaps and needs. These steps can help ensure quality of teachers
and the teaching-learning process, which is critical for achieving the desired changes.

Reducing student and parent stress and anxiety

3.8 The main causes of the stress and their possible remedies have been discussed in the previous sections.
However, there are a number of additional concrete steps that can reduce unhealthy student and
parent stress and anxiety.

Fewer compulsory subjects and more in-depth study
3.9 The number of compulsory subjects for students in class 10 in Gujarat is 7 (3 languages, Maths, Social
Studies, Science and a seventh subject) against 5 (2 languages, Maths, Social Studies and Science) for
CBSE schools. Reducing the number of subjects in class 10 will reduce stress and also permit subjects to
be studied with greater depth.

Use of the semester system in classes 11 and 12
3.10 In a Semester System, the one-year syllabus is divided in two semesters and separate examination is
conducted for each semester. As a result, the student is required to appear for exams based on shorter
course content for each Semester, thereby reducing the workload on the student. The system has
potential to inculcate regular study habits and students can learn at their own pace. Haryana has
introduced the semester system and Board Examinations in classes 8 / 10 / 12 and reports a number of
benefits from the same.

Not naming toppers and rankers
3.11 Another practice in Gujarat has been the publication by the Board of the list of toppers and rankers for
the state and district-wise. While positive competition and celebration of excellence are desirables, the
negatives (top performers are apparently induced with financial incentives to join schools in class 11,
and the pressure that this creates on students) seem to outweigh the advantages.

Higher and Lower Level Tests
3.12 It has been suggested by various education commissions that some subjects can be offered at a higher
and lower level and students can choose which level they wish to write. For example, a student who
does not expect to study Mathematics further may choose the basic (lower) level, while another may
choose the advanced (higher) level.

Guidance and Counselling
3.13 If guidance and counselling is made available in schools to deal with stress related problems and to
guide students, parents and teachers, these will help lessen student anxiety. Guidance and Counselling
teams could cover all metros and district headquarters in April/May for class 10 students considering
their choices after the Boards. Help lines before, during and immediately after boards could be a
consistent, regular facility to help students and parents.

Why we do not recommend making Board Exams optional currently

Public examinations can serve a useful purpose
- 7 -
3.14 Some of the education commissions or reports have called for the abolition of public examinations;
others have recommended that they should be optional. Internationally, most countries do have public
examinations. In one international study
1
, out of 38 countries or regions covered, only 2 (Belgium and
Chinese Taipei) did not have public examinations.

3.15 There are positives of public examinations according to international research. Student performance is
comparable across classrooms and schools. In the absence of public examinations, college admissions
are based on class rank; students tend to persuade each other not to study hard and this collective
behaviour pressures teachers to lower standards. Student performance becomes transparent and well-
signalled when a system of public exams is in place. For students, the rewards of learning become more
apparent. Public exams hold teachers and schools accountable for student performance. (Min-hsiung
Huang , 2008, Do Public Exams Raise Student Performance? Institute of European and American Studies,
Academia Sinica)

Admission to class 11 entitlement or privilege?
3.16 Making class 10 Board Exams optional may be a bit premature at this stage because class 11 admissions
today are not available to all students who may desire it. While 8995 schools offer class 10, only 4379 of
them have classes 11 and 12.

3.17 Consider the case of a student A completing class 10 from School 1 that has class 11 and 12 also. The
student wishes to study in class 11, and the school has sufficient seats. It appears that there is
justification in allowing this student to skip the class 10 Board Exam.

3.18 But consider further. Another student B from School 2 in a rural area is also completing class 10. He too
is keen to study in class 11. Since his school does not have the facility, he wants to seek admission in
School 1. Academically, this student B is brighter than student A. In the absence of a Board Exam, the
brighter student would be denied the seat, which seems unfair.

3.19 In conclusion, it seems that currently a transparent, merit-based method is required to admit students
into class 11, and select their stream of further study. However, modifications to the exam format seem
justified. These modifications would reflect both the need to test real understanding and not rote and
the reality that some students are writing it to exit the system, while others are writing it to study
further.

The ideal examination system and grace marks

3.20 Is the better examination system one that results in a higher percentage of students passing? If the goal
were merely to increase the pass percentage, this can be achieved by setting easier papers or even
lowering the pass marks! The students who pass out of such a diluted system would either not be
able to compete with students from elsewhere or not perform well in their future jobs. Thus, the role of
the exam system is mainly to accurately reflect the actual standards of individual students. If, through
the quality of its papers, it can help improve educational standards, that is a bonus.

3.21 Currently there is a practice of offering grace marks to certain students. It is a system to pass students
on compassionate grounds. Grace marks distort the correct picture both at the level of the individual

1
TIMSS(Trends in International Maths and Science Studies) 1999 - International Science Report, p165
- 8 -
student and the system as a whole and serve a negative, not positive effect, especially in a system
based on grading, where no one is failed.


CONCLUSION

3.22 The contents of the Discussions section contain a number of ideas some implementable and others
futuristic - which guided the recommendations which are described in the next section.

- 9 -
LONG TERM VISION FOR EXAMINATIONS IN GUJARAT

4.1 The committee feels that it is not currently advisable to make the class 10 Board Exams optional. This
may be possible after other educational reforms have been completed.

4.2 In the future, the committee envisages an education system in Gujarat where every student who wishes
to study further to class 11 has the facility, with most schools having classes till the 12
th
. In this futuristic
scenario, class 10 Board Exams may be made optional for students who wish to go to class 11. At that
time, a strong system of Continuous and Comprehensive Education (CCE) will ensure high standards of
learning and provide feedback on both scholastic and non-scholastic parameters. Percentiles, which are
a fairer measure when comparing students across years, will replace marks and grades.

4.3 The committee envisages in the long term that all the streams will move to the semester system in
classes 11-12.

4.4 The ground reality suggests that from a point of view of systems and processes, skills and competencies,
as well as for technical and logistical issues, these changes cannot be brought about immediately.
Rather preparation in terms of textbook and curriculum changes, teacher training, modifications to
administrative rules and pilots should be undertaken, and efforts like CBSEs carefully monitored in this
regard.

4.5 The recommendations below are meant as immediate steps to be taken over the next 3-5 years to help
Gujarat reach the ideal described above.


RECOMMENDATIONS OF THE COMMITTEE

5. Issue 1: Reforming the Class 10 Board Exams on the lines of the NCF 2005 suggestions

5.1 The committee recommends there be no change in the existing Board Exam format in 2010, that is, for
students studying in the current academic year.

5.2 From 2011 the Class 10 Board Exam in every subject to be in 2 parts: Part A and Part B.

5.3 Part A to be compulsory for all students. Specifically, students who wish to complete their studies with
class 10 and pursue options other than class 11 or certain diploma courses, should appear for Part A
only.

5.4 The requirement that students who only wish to earn a class 10 completion certificate and exit the
system (to pursue other options including vocational courses and jobs), will reduce the anxiety and
stress on such students and their parents. This will benefit a number of students including many in rural
areas.

5.5 Part B to be required only for students who want to study further in class 11 or seek admission to a
diploma course or any other course currently requiring a class 10
th
completion certificate. However, no
- 10 -
student who wishes to write Part B should be prevented from writing it for any reason. At the time of
registration for the exams, students must specify if they wish to write Part B.

5.6 The syllabus for the 2 parts to be the same and correspond to the class 10 syllabus. However, Part A to
consist only of multiple choice questions (MCQs). The questions should check for understanding of basic
ideas and not merely recall of facts.

5.7 Part B should consist of a subjective component. It would test understanding of advanced concepts and
possibly, the ability of students to draw together two or more areas of the syllabus with questions that
are not to be from the textbook and or past question papers only. Due to this reason, Part Bs subjective
component should only be corrected by subject experts who can identify good student answers and
who would not use the examination key or rubric in a very narrow sense.

5.8 In line with NCF recommendations, the typology of the questions should be such that reasoning and
creative abilities replace memorization as the basis of evaluation. Basic tables and formulae, and other
information that no longer need to be memorized should be provided in the question paper itself, so as
to focus on the HOTS (higher order thinking skills) of application, analysis, synthesis and evaluation.

5.9 A lot of stress and anxiety comes from an exam which is based more on rote memory and less on
understanding. It is this excessive emphasis on memory that encourages practices like tuitions, which
further add to the stress. The changes suggested to the type of questions, if implemented, will also help
reduce student and parent stress and anxiety significantly.

5.10 The number of compulsory subjects should be reduced to 5 Gujarati, English (one at higher level and
one at lower level), Maths, Science and Social Studies. Optional subjects may continue to be offered by
the Board according to the requirements of the students. For Special Schools, this requirement may go
up to 6 compulsory subjects, but for all students, the overall grade will depend on the performance in
the 5 compulsory subjects only.

5.11 All students who appear in at least 5 Part A subjects should receive the 10
th
class Marks Sheet which will
contain their marks and grades per subject and the overall grade and percentage. No separate Board
Certificate will be issued henceforth.

5.12 Admission to class 11 is to require a minimum Grade D in each part.

5.13 Part A will be for 300 marks and Part B for 200 marks thus the relative weightages of Parts A and B will
be 60% and 40% respectively. Performance in Parts A and B together may be used by schools to
determine the stream in class 11 depending on the number of available seats, the aptitude and
preferences of students.

5.14 A system of absolute grading for both Parts A and B to be adopted in line with what is being proposed
for CBSE schools. No student should be failed but the lowest grade offered to be E2. The grade table
(Annexure 2) is taken from CBSE Circular No. 40/29-09-2009 and may be used.

5.15 Similar to the current system, students who secure a grade below D in one subject in a part (A or B) may
appear for a supplementary exam which will be conducted in July. Thus a student may write a maximum
of 2 supplementary exams if he/she has secured below D grade in one subject each in Part A and Part B.
- 11 -

5.16 Though the additional subjects are not to be compulsory for students in class 10, schools should be
required to teach some of them (like Computers, Hindi, Physical Education and Sanskrit) at least, till
class 8 or 9. These subjects should not be dropped simply because there is no compulsory Board Exam in
them in class 10.

5.17 Examinations to be conducted with at least a gap of a day in between for the 5 compulsory subjects.

5.18 Currently there is a system of grace marks that should be stopped for all candidates. In the new scheme,
it is no longer necessary or effective.

5.19 Many of the steps described above bifurcating the test into two parts and requiring students not
wishing to study further to take only Part A, using more multiple-choice questions, using more questions
that test understanding, not recall, reducing the number of compulsory subjects, emphasis on grades,
removal of the terminology of Fail and providing a days gap between compulsory subjects will reduce
the stress and anxiety on students and parents.

5.20 Measures like having more questions that check higher order skills and removing grace marks will
improve the quality of learning of individual students, and the standard of the system as a whole.

6. Issue 2: On the practice of declaring ranks at the state and district level by the Board

6.1 The committee recommends that the Board should discontinue the practice of publishing the list of
rankers at the state or district levels.

6.2 Instead, the percentage or number of students in different grades (marks ranges) should be published
by the Board state-wise and district-wise. This will allow students to know roughly where they stand, but
discourage unhealthy competition and comparisons related to ranks and the impact of scoring 1 or 2
marks more.

6.3 Students may have their mark ranges and grades, but the Board should not release (to the public or
media) the names of toppers or rankers.

6.4 The above recommendations apply to both the 10
th
and the 12
th
Board Exams and with effect from the
2010 exams itself. This may be noted, as none of the other recommendations apply to the 2010 exams.

6.5 The committee believes that the removal of these ranks will not only reduce the stress and anxiety of
better-performing students, it will also eliminate the unhealthy practice of over-emphasis on ranks and
the glorification of marks created partly by the Board publishing these reports and subsequent
advertisements which pressurize students.

7. Issue 3: Introducing a semester system in Class 11-12 (Science) to address the twin problems
of stress in class 12 and the curriculum of class 11 not being covered.

7.1 The committee recommends that the Board should move to a semester system starting with the Science
stream in the academic year starting June 2011. Based on the experience, the other streams may also be
moved to a semester system.

- 12 -
7.2 The current class 11-12 syllabus should be divided into 4 semesters of equal weightage over 2 years.

7.3 An exam will be conducted by the Board at the end of each semester. Each exam would have equal
weightage in determining the final grade at the end of class 12

7.4 The exams at the end of semesters 1, 2 and 3 will be fully objective-type exams with multiple-choice
questions. The exam at the end of semester 4 will have both objective and subjective components.
However, the Board will study this matter and may decide to include subjective components (for
example in the languages) for any of the semester-end exams if it deems them necessary.

7.5 A system of absolute grading to be adopted for all semesters in line with what is proposed by the CBSE.
No student should be failed but the lowest grade offered to be E2.

7.6 In line with NCF recommendations, the typology of the questions should be such that reasoning and
creative abilities replace memorization as the basis of evaluation. Basic tables and formulae, and other
information that no longer need to be memorized should be provided in the question paper itself, so as
to focus on the HOTS (higher order thinking skills) of application, analysis, synthesis and evaluation.

7.7 The number of instructional days under the new semester system should not fall below the number in
the existing system.

7.8 The system of supplementary exams should be reviewed. An option is to have students re-take subjects
they have not secured minimum grades in by re-appearing when the subject is offered next year.
However, a final decision on this should be undertaken by the Board after appropriate study.

7.9 As far as possible, examinations to be conducted with a gap of at least a day between consecutive tests
of compulsory subjects, keeping in mind the recommendation above (7.7), that the number of
instructional days should not reduce.

7.10 Detailed planning and review of syllabi, textbooks, the academic calendar, promotion rules and teacher
training must be undertaken and should be started immediately. Systems like Haryanas which have
switched to the semester system, should also be studied in this period.


HOW THE RECOMMENDATIONS WILL HELP

The above steps would help the students and parents, who are the primary stakeholders of school
education, in the following manner:

8.1 It will reduce examination-related stress and anxiety which builds up in students, parents and teachers
and will positively impact productivity and well-being.
8.2 It will reduce the dropout rate among students who wish to exit at the end of class 10.
8.3 The thrust of the recommendations is to bring greater emphasis to teaching and learning and less to the
testing process. Tests will be less about memorisation and more about understanding.
8.4 The design of the tests will favour the well-prepared student who has prepared throughout the year and
discourage last-minute cramming which itself is a source of stress.
- 13 -
8.5 The reduction in the number of compulsory subjects will allow students more in-depth study into fewer
subjects.
8.6 Removal of the terminology of failing will help address the social stigma associated with it.
8.7 It will encourage the entire teaching and learning process to focus on understanding and being
meaningful to the student, rather than making it simply exam-focussed
8.8 The introduction of the semester system will ensure reduced load, more regular study, equal emphasis
on the class 11 content and reduction in the pressure associated with the class 12 examination. Since
the overall performance in class 12 is now based on 4 examinations, the stress levels associated with
one high-stakes examination will considerably lessen.
8.9 Students will be more 'college-ready' and this will allow them to take greater advantage of college
courses and learning.


STRENGTHENING THE EXAMINATION SYSTEM and ACADEMICS

9.1 The conduct of public examinations is a time-consuming and demanding specialized activity and
requires a high level of expertise, experience and systematic research into assessment processes and
methods. Hence, the committee recommends examinations should be conducted by a separate
professional and autonomous organization. This will allow the Board to focus more on critical
educational processes like academic inspection and strengthening continuous comprehensive
evaluation in schools.


COMMUNICATING AND ADDRESSING CONCERNS

10.1 It is normal that students and parents will have a number of questions and clarifications related to these
changes. All efforts must be made to address these questions and concerns and in fully explaining the
proposed changes and the rationale behind them. Based on the questions commonly asked, a
Frequently Asked Questions section may be made available on the Boards website and also circulated
to all schools. Workshops may be held for school representatives to clarify all these issues so that they
will also be in a position to explain these to students and parents.
Annex. - I

No. GSHSEB/Research Branch/
Gujarat Secondary & Higher Secondary
Education Board,
Sector-10 B, Gandhinagar.
Date:-24/07/2009

Subject: - Regarding appointing a Committee of Experts
for recommending reforms in education.

Respected Sir,

I am pleased to inform you that in the meeting of General Board held on 16-07-
2009, it was considered about making optional Std. 10 examination conducted by
the Board as suggested by National Curriculum Framework-2005. It also took into
consideration matters directly concerned with career of the students and related
with the field of education viz., that some schools are not teaching complete
curriculum of Std. 11 and, thereby, Std. 12 examination which is very important
for career of the students creates stress; and whether the practice of declaring rank
from no. 1 to 10 at State and District level in the exams of Std. 10 and 12
conducted by the Board should be continued or not. After deliberations, the Board
resolved to authorize the Chairman to appoint a 15 member committee of experts,
associated with the field of education and main streams of social life, to study all
the aspects about these three matters and make recommendations which the Board
will consider for taking decision.

The Chairman of Gujarat Secondary and Higher Secondary Education Board has
decided to form a committee of 15 members under the chairmanship of Shri Sudhir
Mankad, Ex-Chief Secretary of Gujarat State to study and recommend about the
following three matters. Our chairman has pleasure of appointing you on the
committee. I shall be grateful if you could accept the decision of Chairman of
appointing you as a member of the committee and to have us your ideas and
suggestions, based on your vast experience in the field of education and social life,
for taking crucial decision on the issues concerned with career of the students.

1. To discuss and recommend on the suggestion of National Curriculum
Framework-2005 that the Std. 10 examination may be taken by the
concerned school instead of the present system by the Board; and the
Board should take examination of only those students who choose the
option of appearing at the examination by the Board.
2. To give opinion whether the practice of declaring rank from no. 1 to 10 at
State and District level by the Board should be continued or stopped.

3. Complaints are received that some schools, with a view to concentrating
more on Std. 12 examination, do not cover curriculum of Std. 11
completely. It creates the problems of stress to the students as the result
of Std. 12 is very important for them. It is requested to suggest what
should be the option of this practice. It is also requested to give opinion
about an option under consideration to divide the complete curriculum of
Std. 11 and 12 of science stream into four semesters and to take four
examinations instead of one; and the evaluation of students be made on
the average marks of the four examinations. The committee is requested
to submit its recommendation after studying these three subjects, within
two months.


Yours truly,
Sd/-
(H K Patel)
Deputy Chairman
To,
Member of the Committee.
______________________
______________________
______________________



List of members of Committee on Examination Reforms

Sr.
No.
Name / Present Position
1
Shri Sudhir Mankad
Retired Chief Secretary, Govt. of Gujarat.
2
Shri R. Govinda
Vice Chancellor,National University of Educational Planning and
Administration
3
Smt. Vibha Parthsarthi
Educational Consultants,Gender Issues, New Delhi.
4
Shri Shridhar Rajagopalan
Managing Director, Education Initiatives
5
Dr. R. S. Patel
Professor and Head
Department of Education,Dean, Faculty of Education, Gujarat
University,Ahmedabad.
6
Shri Kiran Bhalodia
Director,S. N. Kansagra School, Kansagra College,Bhalodia College.
7
Shri Saubhagyachand K. Shah
Managing Trustee, Sheth C. N. Vidyavihar Ellis bridge, Ambavadi,
Ahmedabad
8
Ms. Vinodiniben Shah
Presidnet
Surendranagar Education Society, Surendranagar.
9
Smt. Varshaben Doshi
M.L.A. (8-Wadhawan) &
Board Member.Trustee,Joravarnagar Edu.Trust.
Surendrangar.
10
Dr. Priyavadan Korat
Member of the Board
Guj.Sec.& Higher Sec.Edu.Board, Gandhinagar
11
Dr. Chaturbhai Prabhudas Patel
Principal
A.G. Teachers College, Commerce Six Road, Narangpura, Ahmedabad.
12
Shri Patel Prafulbhai Prabhubhai
Shri V.S. Patel High School, Kosamba (R.S.) Tal. Mangrol, Dist : Surat-
394120
13
Smt. Bharati Rashes Vyas
Lecturer, (Psy.) Deptt. of Psy.
M.T.B. Arts College, Athwa Lines, Surat.
14
Shri R. C. Patel
Member of the Board
Guj.Sec.& Higher Sec.Edu.Board, Gandhinagar

Annex. - II

Central Board of Secondary Education
Grading System

Range of Marks Grade Grade Point
91-100 A1 10
81-90 A2 9
71-80 B1 8
61-70 B2 7
51-60 C1 6
41-50 C2 5
33-40 D 4
21-32 E1 --
20 and below E2 --


Introduced from March-2010 Examination.