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Samir (G. Husain), profile picture
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Examination reform in India || Examination reforms up to secondary level || Examination Reforms in school Education

The document presents an analysis of examination reforms in India, highlighting key recommendations from various commissions, including the Mudaliar, Kothari, and the National Policy on Education. It discusses the shift towards continuous and comprehensive evaluation (CCE) and the implementation of objective assessments to reduce stress on students. The conclusion emphasizes the need for flexibility in examination patterns to improve student learning and reduce pressure.

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Examination Reforms up to secondary level Presented by: Md. Gulam Husain Roll No. 16BED-22 Department Of Education AMU Kishanganj Centre
Contents  Introduction  Recommendations of Mudaliar commission  AICSE & CEU  Recommendations of Kothari commission  Recommendations of NPE  Implementation of CCE  Conclusion
Introduction  Examination is an official test that shows student’s knowledge or ability in a particular subject.  Our examination system only measures lower level cognitive ability not affective as well as psychomotor ability.  Our traditional examination system is not able to measure creativity, wisdom, honesty, determination, confidence, love, sensitivity etc.
Mudaliar Commission(1952-53)  Mudaliar commission or secondary education commission made the following recommendations in regard to examination reform:-  The number of examination should be reduced. The element of subjectivity in essay type tests should be minimized.
Cont… Use of objective type tests. Grading system should be used. There should be only one public examination at the completion of secondary school course. There should be provision of compartmental examination.
AICSE  After the mudaliar commission submitted its report to the union ministry of education, All India council for secondary education (AICSE) was established to implement the mudaliar commission recommendation. without loosing the time ,AICSE organized a seminar on “Examination reform” at Bhopal, 22-29, Feb 1956.
 Besides other recommendations for improving examination ,the seminar also recommended the creation of an expert body “ Central examination unit” to work on examination reform. CEU established by ministry of education and it invited Dr. Benjamin S. Bloom (chief examiner of university of Chicago) in 1957.
Dr. Bloom met with Indian educationists, educational administrators in different parts of the country and worked with 300 school & universities teachers in seven workshop. CEU started on 13 Jan 1958 as a pilot unit with 5 officers within AICSE. 10 more officers joined CEU in Aug 1958 after training in university of Chicago by Dr. Bloom. In 1961 , establishment of the NCERT ,CEU became its part.
Kothari commission(1964-66) Recommendations regarding examination reform:- New approach to evaluation will be attempt. Evaluation of scholastic & non-scholastic aspects of students’ personality. Question paper should be based on Bloom’s taxonomy.
National Policy on Education(1986/1992) Recommendations regarding examination reform:- The elimination of chance factors and subjectivity. De emphasis on rote-memorisation. Effective use of evaluation process. Continuous and comprehensive evaluation. Use of grade in place of marks. Improvement in the conduct of examination.
Implementation of CCE • CBSE had introduced & implemented CCE in primary classes (I to V) doing away with the terminal examinations2004 • The Board decided to extend CCE to classes VI to VIII2006 • India’s HRD Minister, Mr Kapil Sibal introduced CCE methodology for CBSE schools while making Class X board examinations optional 2008 • The CCE pattern took almost a year to get rolled out, and was actually implemented from September 2009 for students in IX standard 2009 • CCE to extend to class X while making board exams optional2010
Recent examination reform by BSEB  In 2010, BSEB changed the examination pattern for 10+2 as: 40% objective questions in OMR Sheet & 60% subjective questions.  In 2018,10th &10+2 public examinations will be held as: 50% objective questions in OMR sheet & 50% subjective questions.
Conclusion  Present examination system causes stress among students, so there should be flexibility in examination pattern & forms. • Examination should not be made burden on students.  Examinations should be conducted to bring out qualitative improvement in students’ behavior.
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