The document discusses written examinations, specifically essay type examinations. It notes that written examinations can evaluate students' writing skills and memory, but do not assess other domains like interests or attitudes. Essay exams in particular allow students to organize ideas and think critically, but have limitations in reliability, validity and discriminatory power. The document provides tips to improve essay exams such as designing better question papers that cover the entire syllabus at an equal difficulty level, and implementing more objective evaluation methods to reduce subjectivity.

2. WRITTEN
EXAMINATIONS-
 It is one of the tools which can be used
for evaluation of the students .Written
responses of the students are evaluated
in this type of evaluation. In written
examination different types of questions
are used.

3. MERITS OF WRITTEN
EXAMINATIONS-
 Essays type, short answers type and
objective type questions are included.
 Inclusion of objective type questions
increases the objectivity of a test.
 It can be administered on mass scale.
 It promotes to ideas and thoughts of the
student.
 It evaluates the skill of writing and
memory.

4. LIMITATIONS OF THE
WRITTEN EXAMINATIONS -
 It evaluates cognitive domain only.
 Interest and attitudes are not evaluated.
 Students become only exam centered.
 Objective type examinations are not
useful to test ideas and thinking
strategies of the student.

5. ESSAY TYPE
EXAMINATIONS
 The examinations in which , chance to
organize the ideas is given to the
students and the answers are essay
type i.e. descriptive, are called essay
type examinations.

6. MERITS
 Substitute the ability to organize ideas,
interpret, criticize and express.
 It develops better study habits among the
students.
 It evaluates the logical thinking of the
students.
 It evaluates the creativity of the students.
 It gives freedom to respond.
 Adaptability to all subjects.

7. LIMITATIONS
 LOWER VALIDITY
1. All topics of the syllabus are not
covered.
2. Sometimes subjectivity may occurs.
3. Contaminated by spelling, handwriting
and grammar.
4. Impact of Hallo effect.

8. LIMITATIONS
 LOW RELIABILITY
Reliability of a essay type examination depends
on-
1.Impact of length of answer.
2.Mood of the teacher.
3.Inferior answers.
4.During evaluation, comparison of two students
impacts on the scoring of the follower.
5.The difficulty level of optional questions may
not be same which affects the reliability.

9. LIMITATIONS
 Sometimes, the test does not
discriminate the questions means low
discriminative power.

10. IMPROVING THE ESSAY
TYPE EXAMINATIONS
1.IMPROVE THE DESIGN OF THE QUESTION
PAPERS
 Consider the objectives of the topic while preparing the
test.
 The test should be designed as per the blueprint.
 The selected questions should be edited by the expert
w.r.t. length, construction, scope and language.
 The instructions to the students should be given
appropriately.
 Maintain the equal difficulty level of the approved optional
questions.
 Prepare the questions to cover the whole syllabus.
 Give orientation to the student to write the answers
properly.

11. IMPROVING THE ESSAY
TYPE EXAMINATIONS
 IMPROVE THE EVALUATION METHOD
 Evaluation should be done according to the
answer key and marking scheme.
 Avoid the subjectivity and Hallo Effect during
evaluation.
 Follow the objective evaluation.
 Correct only one question of all the student at
the same time, this may improve the
objectivity.
 Follow all the norms and ethics of the
evaluation procedure.