EXAMINATION REFORMS BY DR.GOGGI GUPTA M.SC

Short history RADHA KRISHAN COMMISSION(1948) pointed out the examination the reform was a matter of very high priority.
SECONDARY EDUCATION COMMISSION(1952-1953) laid stress on use of objective type test and internal assessment.
EDUCATION COMMISSION (1964-1966) suggested that the certificate of the students should bear his/her complete performance.
4. NPE(1986) recommended:
-Removal of subjectivity
-Continuous and comprehensive internal evaluation
-Use of grades instead of marks
5. COBSE (1990)recommended:
-CCE to be introduced at elementary stage
-Semester system to be introduced from secondary stage
-Introduction of entrance test for admission in institutions
6. NCF(2005) recommended:
-Short duration of exams
-flexible time limit
-No public exams till class 8
-No board exams before 10+2
-Guidance counselling/helpline<br>

NECESSITY OF EXAMINATION REFORMS Acc. To NFG National Focus Group there are some possible reason for examination reforms:-
Need for functional and reliable system of school education.
Lack of full disclosure and transparency in grading.
Inflexible
Psychological problems :- Anxiety, stress, suicide, nervousness etc.
Quality of question paper is low.
Do not serve for the needs of social justice.
Indian school board exams are largely inappropriate from the knowledge society needs for innovative problem solvers.
Several glaring shortfalls at the several boards.<br>

SOME SPECIFIC ASPECT OF EXAMINATION REFORMS IN INDIA Main defect in present examination is that it is not FLEXIBLE.
Student have to meet fixed rules and norms in order to appear and pass in an examination.
No allowance for different types of learners and learning environment.<br>

NEED OF FLEXIBILITY IN EXAMINATION SYSTEM To meet the growing demand for a modern pupil.
Link-up with multimedia learning techniques.
Quick organize resists for pupils who failed their examination.
Facilitate early entry into higher education for high performing pupil.
To reduce the organisational load of school.<br>

KINDS OF FLEXIBILITY Acc. to : KUHIEMELER & HERMANS (2004)
Types of Flexibility regarding examination
IN TIME
IN PLACE
FORMAL<br>

VIEWS OF NATION FOCUS GROUP (2006) The need of flexibility.
Reduction of exam stress and anxiety.
Exam management.
Transparency and Honesty in marks/grade reporting.
School based assessment.
This focus group was to suggest reforms for exams
CCE
Issue of CCE certificate
keeping internal assessment honest
Practical examination
Do not expect everything to everybody in every subject.<br>

QUALITY AND RANGE OF QUESTION PAPER Repetition of identical or very similar question from year to year.
Inordinately lengthy in order.
Focus on detail knowledge of text book.
Questions are low quality.
Zooming on non-essential information.
Does not challenge the critical thinking.
Rate memorisation.
No allowance for different type of learner.
Induce an in cordinate level of stress.
Partiality.<br>

REFORM IN PAPER SETTING Focus should be shift to question setting from paper setting.
Question should be categories according to level of difficulty.
Focus on standardize answers
Innovation creative thinking.
Focus on specialisation.
Increase the subjective position.
Emphasize ability.
Teacher should adopt varied exams form.
Using infield assessment criterion.<br>

QUESTION BANK The question bank is a planned library of test items to be used by evaluators, teachers and students, in partial fulfilment of the requirements of the teaching learning process.
Question bank is a pool of readymade quality questions, available to teachers, examiners, so that they may select appropriate questions to assess predetermined objectives.<br>

USES/BENEFITS Getting questions of quality and broad range of a particular subject or topic.
Enriching the teaching learning process as the questions in a bank can be used at the pre-test stage, for the development of a lesson or for revision of home assignment.
Framing a unit or a topic test for formative evaluation.
Preparing question papers at the end of a term or a session for summative evaluation.
Saving time and energy and thinking that goes into setting good and qualitative examination questions.
Ensuring the comparability of standards from year to year.<br>

SCHOOL BASED CREDIT A credit system is a systematic way of describing an educational programme by attaching credit to its components.
Workload to be undertaken by learner.
*Examples:-
One credit is equivalent to the workload.
Completed within 30 hours from the point of view of average learner.
It includes all learning material.
Average learner support to work about 1000 hours in a year.
In a year 32 credits are offered by institution.<br>

DIFFERENT STRUCTURE OF CREDIT IGNOU:- Indira Gandhi National open university.
Credit system based on the time factor.
One credit is equivalent to 30 hours.
Different program have different requirements.
2.Enginearing colleges follow the course credit system.
No. of contact hours in a week determine its credit value.
The GPA is called a 10 point scale.
The grades awarded as A+,A,B+,B,C+,C,D&E (fail).
GPA is also known as CGPA.
3. Some public and prestigious school follow the practice of credit system:-
They have their own norms and rules.
Methods and structure is same.<br>

PROCEDURE OF CREDIT SYSTEM It assess students progress in their studies.
It includes students workload, learning outcomes.
Awards such as certificates are offered after reviving a fixed number of credits.<br>

LEARNING OUTCOME AND WORK LOAD The knowledge student are expected to gain and able to apply.
Workload refers to the specific amount of time to reach desired outcomes.
Workload includes such as lectures, seminars, individual study, examination etc.
Some students might spend more time on a course then others.<br>

UGC CREDIT BASED SYSTEM Credit Cards are prepared for students which contain the record of their theoretical, practical and skill develop tasks undertaken in the school or colleges.
Mastery over skills and Qualities which are necessary for practical or field studies.
Critical and research oriented attitude towards the subject.<br>

DIFFERENT TYPE OF PAPER IN CREDIT BASED LEARNING SYSTEM Common papers
Core papers
Elective papers
Project work<br>

ADVANTAGES OF SCHOOL BASED CREDIT SYSTEM To keep track progress
Estimate of workload
Pupil centred approach
Uniformity
Motivation
Standard for promotion to next class
Standard for Admission to Institutes
Validity
Reliability
Comprehensiveness
Transferability
Helps in job Geting<br>

LIMITATIONS New Method
Expensive Method
Extra Burden on students
Partiality by teachers
Burden on teachers<br>