Philosophical and educational underpinnings of assessment

3. The procedure of
selecting deserving
candidates for join in a
course or employment is
called competitive exams

4.  IIT
 JEE
 CIVIL SERVICE EXAM
 CAT
 UPSC
 IAS
 IPS
 NEET
 NET EXAM for college teachers
 TATA ENTRANCE ……

5. Positive effects
 Competitive sprit is encouraged in the individual
 The hunger to excel is cultivated
 Time and resource management is built
 Patience and perseverance is developed

6. Negative effects
 Increased levels of stress and anxiety
 Creativity is lost
 Rote learning is practiced more which does not
help in gaining any knowledge
 Inferiority complex increased

9. As per the current education
system in India ,all the students up till
class 8 will automatically be promoted
to next class. No one can be failed as
per the Right To Education Act. This is
known as the “No Detention policy”

10.  As per the No-Detention Policy under the Right to Education
Act, no student can be failed or expelled from school till the
completion of elementary education covering classes 1 to 8.
All the students up till Class 8 will automatically be promoted
to next class.
 The essence of the policy is that children should not be
‘failed’ and detained up to Class 8. There are no
“examinations” in the narrow traditional sense of the word up
to Class 8. Instead, the Act mandates a process of Continuous
and Comprehensive Evaluation (CCE) to assess and evaluate
the student’s learning

11.  Various states, including Delhi, have raised serious
objections against the no-detention policy, citing it as
a reason of high failure and dropouts in classes 9
and 10.
 Also, it is criticized that due to no-detention policy,
students do not focus much on education as they
already have it in their mindset that they will be
promoted to the next class even if they don’t perform
well.

12.  Negative impact on the standard of education: Most of the schools
in interior places are running without any teachers. Hence, if the ‘no-
detention policy’ continues, it will leave a negative impact on the
standard of education in India and force the children to face more
harsh future.
 No reward for hard work: This policy has led to students developing
a lackadaisical attitude, with there being no risk of failing. It also
makes no distinction between good and bad students, and between
those who work hard and those who don’t. Thus it makes no effective
way to implement a good level of teaching and learning.

13.  Apathy from teachers: With the policy in place, the
Education Department does not take steps to revamp
itself and the teachers do not take the pain to ensure
a good education for the children.
 Dark future of students: Students coming from
poor economic background face problem in their
coming life because of no good education in the
schools.

14.  Will affect the women empowerment programs: The girls
especially will face a major problem if not getting a proper
education in the schools.
 Zero academic outcomes: If no merit is checked while
giving promotion to another class, the children will never
learn the importance of studying and acquiring knowledge. It
will lead to a poor academic outcome in classes.

16. The Right of children to Free and Compulsory
Education Act came into force from April 1,
2010. This is was a historic day for the people of
India as from this day the right to education will
be accorded the same legal status as the right to
life as provided by Article 21A of the Indian
Constitution.

17.  Free and compulsory education for all children in
age group 6-14 in a neighbourhood school
 Compulsory elementary education
 Age appropriate education
 Quality norms for all schools
 Qualifications of teachers
 Curriculum in line with constitution

18.  Evaluation system based on the principles of
CCE
 Role of Panchayati Raj institutions
 Participation of civil society
 Reservation in private schools

19.  Psycho-Social dimension of students behaviour can be
considered to be result of learning experiences in the
classroom teaching learning activities.
 The psycho-social well-being of our school children includes
the following basic elements…..
 Self –loving
 Accountable to their short –comings
 Concerning about oneself
 Thinking positively
 Working individually or in a group

20. They focus on matters of how fairness may be structured, in
the social determinants. This means that the quality of
interpersonal treatment one receives continuities another
source of perceived fairness.
 Distributive justice (perceived fairness of outcome
distribution)
 Procedural justice (fairness of the procedures used to
determine these outcomes)

21.  The assessment done in the classroom is made
known in the parents and the society , and this makes
an impact on the government for making it plan for
improving the school system.
 The government makes also schemes for improving
the quality of teaching in the classroom.
 Grading system
 Continuous and Comprehensive Evaluation