Evaluation reforms and patterns in india

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Evaluation reforms and patterns in india

  1. 1. R.Asir Julius lecturer D.I.E.T. G.Ariyur, VPM Examination Reforms & Evaluation Patterns
  2. 2. <ul><li>Examination Reforms </li></ul>
  3. 3. Why Examination reforms? <ul><li>Examination reform has been a consideration by various Committees and Commissions appointed by the Government of India from time to time. </li></ul><ul><li>Examinations over the years have tended to be an instrument for testing memory. </li></ul><ul><li>Learning has become a rather mechanical process of acquiring skills and teaching has been largely a process of coaching for examinations. </li></ul><ul><li>The relationship between examinations and standards of teaching and learning are intimate. Improvement in any one of these aspects results in improvement of other aspects as well. </li></ul><ul><li>Therefore, the objective of examination reform is to make it an instrument of good education. </li></ul>
  4. 4. Aim of Examination reforms <ul><li>NCERT developed a comprehensive programme of examination </li></ul><ul><li>reform to meet the educational social and psychological points of view. </li></ul><ul><li>It was aimed at </li></ul><ul><li>(i) Improvement of written, practical and oral examinations, </li></ul><ul><li>(ii) Introduction of internal assessment procedures on scientific lines, and </li></ul><ul><li>(iii) Bringing about consequential changes, as for example in curriculum and textbooks. </li></ul>
  5. 5. Agencies of Examination reforms <ul><li>A number of State level agencies collaborate in examination </li></ul><ul><li>reforms but the main among them are: </li></ul><ul><li>1. State Boards of Secondary Education. </li></ul><ul><li>2. State Departments of Education. </li></ul><ul><li>3. State Evaluation Units. </li></ul><ul><li>4. State Institutes of Education. </li></ul><ul><li>5. Teachers Colleges. </li></ul><ul><li>6. Extension Services Departments. </li></ul>
  6. 6. The recommended reforms have been worked in the following states <ul><li>Andhra Pradesh </li></ul><ul><li>Assam </li></ul><ul><li>Goa </li></ul><ul><li>Gujarat </li></ul><ul><li>Haryana </li></ul><ul><li>Karnataka </li></ul><ul><li>Kerala </li></ul><ul><li>Maharashtra </li></ul><ul><li>Punjab </li></ul><ul><li>Rajasthan </li></ul><ul><li>Tamil Nadu </li></ul><ul><li>Tripura </li></ul><ul><li>U.P. </li></ul><ul><li>West Bengal </li></ul><ul><li>Orissa </li></ul>
  7. 7. 1 . Development of policy statement (designs) for each question paper . Andhra Pradesh Assam Gujarat Kerala Maharashtra Rajasthan J&K M. P U.P Punjab Manipur Haryana Tripura Karnataka Goa West Bengal.
  8. 8. 2. Appointment of paper setters from among those trained in evaluation. Andhra Pradesh Gujarat Maharasthra Orissa J&K M. P Tamil Nadu Haryana Goa U.P. West Bengal Kerala Rajasthan Manipur
  9. 9. 3. Appointment of panels or paper setters for each question papers. Andhra Pradesh Gujarat Maharasthra Goa U.P. Kerala Rajasthan Assam Tirupura
  10. 10. 4. Allocation of definite proportionate percentages of marks in question papers for testing different abilities. . Andhra Pradesh Gujarat Maharasthra J&K M. P Haryana Goa U.P. Kerala Rajasthan Manipur Tirupura
  11. 11. 5. Ensuring an effective coverage of the syllabus through the question papers.
  12. 12. 6. Introduction of specific pinpointed questions in the question paper.
  13. 13. 7. Inclusion of short-answer questions in the question papers besides the essay-type ones
  14. 14. 8. Introduction of objective type questions (multiple-choice) in the question papers.
  15. 15. 9. Use of question banks for setting question papers.
  16. 16. 10 . Abolition of overall options in the question papers. <ul><li>. </li></ul>
  17. 17. 11. Development of marking scheme along with each question papers by the setter himself.
  18. 18. 12. Division of question papers into two separate sections for fixed response and free response questions with fixed separate time limit.
  19. 19. 13. Introduction of centralised spot evaluation of scripts.
  20. 20. 14. Introduction of mechanical processing of examination results.
  21. 21. 15. Scaling of subject-wise results for making them comparable .
  22. 22. 16.Allowing students to clear the examination in parts.
  23. 23. 17. Permitting students to improve their grades by appearing at subs subsequent examination.
  24. 24. 18. Reckoning both the product and performance in evaluation of practical work in science subject.
  25. 25. 19. Incorporation of both academic and non-academic areas of pupil growth in the scheme subject.
  26. 26. 20. Issue of separate certificate of internal assessment along with that of external examination.
  27. 27. 21. Analysis of question papers in details as feedback for paper setters.
  28. 28. 22. Analysis of answer-scripts of the examination locating common errors, correlation in score and functional value of item, etc.
  29. 29. Examination reforms in different States <ul><li>Division of question papers into two separate sections for fixed response and free response questions with fixed separate time limit. </li></ul><ul><li>Introduction of centralised spot evaluation of scripts. </li></ul><ul><li>Introduction of mechanical processing of examination results. </li></ul><ul><li>Scaling of subject-wise results for making them comparable. </li></ul><ul><li>Allowing students to clear the examination in parts. </li></ul><ul><li>Permitting students to improve their grades by appearing at subsequent examination. </li></ul><ul><li>Reckoning both the product and performance in evaluation of practical work in science subject. </li></ul><ul><li>Incorporation of both academic and non-academic areas of pupil growth in the scheme subject. </li></ul><ul><li>Issue of separate certificate of internal assessment along with that of external examination. </li></ul><ul><li>Analysis of question papers in details as feedback for paper setters. </li></ul><ul><li>Analysis of answer-scripts of the examination locating common errors, correlation in score and functional value of item, etc. </li></ul>
  30. 30. <ul><li>Division of question papers into two separate sections for fixed response and free response questions with fixed separate time limit. </li></ul><ul><li>Introduction of centralised spot evaluation of scripts. </li></ul><ul><li>Introduction of mechanical processing of examination results. </li></ul><ul><li>Scaling of subject-wise results for making them comparable. </li></ul><ul><li>Allowing students to clear the examination in parts. </li></ul><ul><li>Permitting students to improve their grades by appearing at subsequent examination. </li></ul><ul><li>Reckoning both the product and performance in evaluation of practical work in science subject. </li></ul><ul><li>Incorporation of both academic and non-academic areas of pupil growth in the scheme subject. </li></ul><ul><li>Issue of separate certificate of internal assessment along with that of external examination. </li></ul><ul><li>Analysis of question papers in details as feedback for paper setters. </li></ul><ul><li>Analysis of answer-scripts of the examination locating common errors, correlation in score and functional value of item, etc. </li></ul>Examination reforms 1-11
  31. 31. Examination reforms 12-22 <ul><li>Division of question papers into two separate sections for fixed response and free response questions with fixed separate time limit. </li></ul><ul><li>Introduction of centralised spot evaluation of scripts. </li></ul><ul><li>Introduction of mechanical processing of examination results. </li></ul><ul><li>Scaling of subject-wise results for making them comparable. </li></ul><ul><li>Allowing students to clear the examination in parts. </li></ul><ul><li>Permitting students to improve their grades by appearing at subsequent examination. </li></ul><ul><li>Reckoning both the product and performance in evaluation of practical work in science subject. </li></ul><ul><li>Incorporation of both academic and non-academic areas of pupil growth in the scheme subject. </li></ul><ul><li>Issue of separate certificate of internal assessment along with that of external examination. </li></ul><ul><li>Analysis of question papers in details as feedback for paper setters. </li></ul><ul><li>Analysis of answer-scripts of the examination locating common errors, correlation in score and functional value of item, etc. </li></ul>
  32. 32. Examination reforms in different States Andhra Pradesh, Assam, GujaratHaryana, Goa, U.P., West Bengal. Karnataka, Kerala, Maharashtra, Tripura, Introduction of specific pinpointed questions in the question paper. 6 Andhra Pradesh, Assam, Kerala, Maharashtra, J & K, M.P., Haryana, Goa, U.P. Gujarat Rajasthan, Manipur, Ensuring an effective coverage of the syllabus through the question papers 5 Assam, Gujarat,Kerala, Rajasthan, J & K,M.P.,Hary ana, Manipur, Tripura, Andhra Pradesh Maharashtra, Karnataka, Goa, U.P. Allocation of definite proportionate percentages of marks in question papers for testing different abilities. 4 Gujarat, Maharashtra, Rajasthan, Tripura, Goa, U.P. Andhra Pradesh, Assam, Kerala Appointment of panels or paper setters for each question papers. 3 Andhra Pradesh, Gujarat, Maharasthra, Orissa, J&K, M. P., Tamil Nadu, aryana, Goa U.P., West Bengal. Kerala, Rajasthan Manipur, Appointment of paper setters from among those trained in evaluation. 2 Andhra Pradesh, Assam, Gujarat Kerala, Maharashtra, Rajasthan, J&K, M. P., U.P., Punjab, Manipur, Haryana Tripura, Karnataka, Goa, West Bengal. Development of policy statement (designs) for each question paper. 1
  33. 33. Examination reforms in different States Andhra Pradesh, Kerala, Rajasthan, Gujarat, Karnataka, Punjab,Tamil Nadu, Division of question papers into two separate sections for fixed response and free response questions with fixed separate time limit. 12 Gujarat, Kerala, Karnataka, Assam,Punjab, Rajasthan, Maharashtra, U.P., Goa, West Bengal. Development of marking scheme along with each question papers by the setter himself. 11 Assam, Gujarat, Kerala, Orissa, U.P. Karnataka Andhra Pradesh Rajasthan Abolition of overall options in the question papers. 10 Rajasthan, Goa, Haryana, West Bengal. Gurajat, Bihar Use of question banks for setting question papers. 9 Gujarat, Karnataka, Maharashtra Manipur, Orissa, Punjab, Rajasthan, Tamil Nadu Andhra Pradesh, Kerala, Tripura, Goa. UP. Introduction of objective type questions (multiple-choice) in the question papers. 8 Assam, Gujarat, Maharashtra, Orissa Tripura, Kerala,Punjab, Goa, Tamil Nadu, HaryanaWest Bengal, Andhra Pradesh,Karnataka, Manipur, Rajasthan U.P. Inclusion of short-answer questions in the question papers besides the essay-type ones 7
  34. 34. Examination reforms in different States Assam, Gujarat,Kerala, Punjab, Maharashtra, Rajasthan, Tripura, Goa, U.P. Reckoning both the product and performance in evaluation of practical work in science subject. 18 Andhra Pradesh, Karnataka, Kerala, Rajasthan, Punjab, Permitting students to improve their grades by appearing at subsequent examination 17 Andhra Pradesh, Karnataka, Kerala, Rajasthan, Punjab, Allowing students to clear the examination in parts. 16 Gujarat, Kerala, Scaling of subject-wise results for making them comparable. 15 Gujarat, Andhra Pradesh, Kerala, Karnataka, Maharashtra, Rajasthan, U.P. Introduction of mechanical processing of examination results. 14 Assam, Gujarat, Kerala, Tamil Nadu, Tripura, Goa, U.P, Andhra Pradesh, Karnataka, Introduction of centralised spot evaluation of scripts. 13
  35. 35. Examination reforms in different States Rajasthan. Analysis of answer-scripts of the examination locating common errors, correlation in score and functional value of item, etc. 22 Rajasthan. Analysis of question papers in details as feedback for paper setters. 21 Rajasthan. Issue of separate certificate of internal assessment along with that of external examination. 20 Rajasthan, Tamil Nadu. Incorporation of both academic and non-academic areas of pupil growth in the scheme subject. 19
  36. 36. Examination Patterns
  37. 37. Examination reforms in different States 12-22 Gujarat, Kerala, Karnataka, Assam,Punjab, Rajasthan, Maharashtra, U.P., Goa, West Bengal. Development of marking scheme along with each question papers by the setter himself. 11. Assam, Gujarat, Kerala, Orissa, U.P. Karnataka Andhra Pradesh Rajasthan Abolition of overall options in the question papers. 10. Rajasthan, Goa, Haryana, West Bengal. Gurajat, Bihar Use of question banks for setting question papers. 9. Gujarat, Karnataka, Maharashtra Manipur, Orissa, Punjab, Rajasthan, Tamil Nadu Andhra Pradesh, Kerala, Tripura Goa, U.P. Introduction of objective type questions (multiple-choice) in the question papers. 8. Assam, Gujarat, Maharashtra, Orissa Tripura, Kerala,Punjab, Goa, Tamil Nadu, HaryanaWest Bengal, Andhra Pradesh,Karnataka, Manipur, Rajasthan U.P. Inclusion of short-answer questions in the question papers besides the essay-type ones 7. Andhra Pradesh, Assam, GujaratHaryana, Goa, U.P., West Bengal. Karnataka, Kerala, Maharashtra, Tripura, Introduction of specific pinpointed questions in the question paper. 6 Andhra Pradesh, Assam, Kerala, Maharashtra, J & K, M.P., Haryana, Goa, U.P. Gujarat Rajasthan, Manipur, Ensuring an effective coverage of the syllabus through the question papers 5. Assam, Gujarat,Kerala, Rajasthan, J & K,M.P.,Hary ana, Manipur, Tripura, Andhra Pradesh Maharashtra, Karnataka, Goa, U.P. Allocation of definite proportionate percentages of marks in question papers for testing different abilities. - 4. Gujarat, Maharashtra, Rajasthan, Tripura, Goa, U.P. Andhra Pradesh, Assam, Kerala Appointment of panels or paper setters for each question papers. 3. Andhra Pradesh, Gujarat, Maharasthra, Orissa, J&K, M. P., Tamil Nadu, aryana, Goa U.P., West Bengal. Kerala, Rajasthan Manipur, Appointment of paper setters from among those trained in evaluation. 2. Andhra Pradesh, Assam, Gujarat Kerala, Maharashtra, Rajasthan, J&K M. P., U.P., Punjab, Manipur, Haryana Tripura, Karnataka, Goa, West Bengal. Development of policy statement (designs) for each question paper. 1.
  38. 38. Examination reforms in different States 1-11 <ul><li>Division of question papers into two separate sections for fixed response and free response questions with fixed separate time limit. </li></ul><ul><li>Introduction of centralised spot evaluation of scripts. </li></ul><ul><li>Introduction of mechanical processing of examination results. </li></ul><ul><li>Scaling of subject-wise results for making them comparable. </li></ul><ul><li>Allowing students to clear the examination in parts. </li></ul><ul><li>Permitting students to improve their grades by appearing at subsequent examination. </li></ul><ul><li>Reckoning both the product and performance in evaluation of practical work in science subject. </li></ul><ul><li>Incorporation of both academic and non-academic areas of pupil growth in the scheme subject. </li></ul><ul><li>Issue of separate certificate of internal assessment along with that of external examination. </li></ul><ul><li>Analysis of question papers in details as feedback for paper setters. </li></ul><ul><li>Analysis of answer-scripts of the examination locating common errors, correlation in score and functional value of item, etc. </li></ul>
  39. 39. <ul><li>Division of question papers into two separate sections for fixed response and free response questions with fixed separate time limit. </li></ul><ul><li>Introduction of centralised spot evaluation of scripts. </li></ul><ul><li>Introduction of mechanical processing of examination results. </li></ul><ul><li>Scaling of subject-wise results for making them comparable. </li></ul><ul><li>Allowing students to clear the examination in parts. </li></ul><ul><li>Permitting students to improve their grades by appearing at subsequent examination. </li></ul><ul><li>Reckoning both the product and performance in evaluation of practical work in science subject. </li></ul><ul><li>Incorporation of both academic and non-academic areas of pupil growth in the scheme subject. </li></ul><ul><li>Issue of separate certificate of internal assessment along with that of external examination. </li></ul><ul><li>Analysis of question papers in details as feedback for paper setters. </li></ul><ul><li>Analysis of answer-scripts of the examination locating common errors, correlation in score and functional value of item, etc. </li></ul>Examination reforms in different States 12-22

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