The document discusses reforms and innovations needed in examination systems. It notes several shortcomings of current systems such as an overemphasis on memorization, subjective marking, and fear and tension created by exams. Major goals of reform include improving education standards, making exams more reliable and reducing stress. Reforms proposed include moving from yearly exams to continuous assessment, replacing marks with grades, and using oral, practical and observational techniques in addition to written exams. Barriers to reform include resistance to change from various stakeholders and a lack of resources and training for teachers. Innovations suggested are semester systems, question banks, and comprehensive evaluation of both academic and non-academic abilities.
2. Shortcomings of the present system ofShortcomings of the present system of
ExaminationExamination
MemorisationMemorisation
Scholastic orientedScholastic oriented
Validity of a single stroke examinationValidity of a single stroke examination
Creation of fear and tensionCreation of fear and tension
Low quality of question paperLow quality of question paper
Prevalence of essay type questionsPrevalence of essay type questions
Subjectivity in markingSubjectivity in marking
Limited application of assessment techniquesLimited application of assessment techniques
3. Mismanagement of examinationMismanagement of examination
Inappropriate interpretation of raw scoresInappropriate interpretation of raw scores
Non application of scaling techniqueNon application of scaling technique
Numerical marking systemNumerical marking system
Awarding of grace marksAwarding of grace marks
Predominance of the examination system overPredominance of the examination system over
the teaching learning processthe teaching learning process
Lack of credibility of public examinationsLack of credibility of public examinations
4. Major Goals of Examination reformsMajor Goals of Examination reforms
To help in improving the standard of educationTo help in improving the standard of education
To make examination accurate, reliable andTo make examination accurate, reliable and
dependabledependable
To deemphasise the over-importance attached toTo deemphasise the over-importance attached to
examination by the societyexamination by the society
To reduce the undue strain of examinationsTo reduce the undue strain of examinations
To ultimately eliminate public examination andTo ultimately eliminate public examination and
replace by the CCEreplace by the CCE
To replace marks by gradesTo replace marks by grades
To create a social climate against malpractices inTo create a social climate against malpractices in
examinationexamination
5. Functional dimensions of ExaminationFunctional dimensions of Examination
reformsreforms
Written examinationsWritten examinations
Practical examinationsPractical examinations
Oral examinationsOral examinations
Observational and other techniquesObservational and other techniques
6. The overall trends in ExaminationThe overall trends in Examination
reformsreforms
From arbitrariness to systemizationFrom arbitrariness to systemization
From the evaluation of merely academicFrom the evaluation of merely academic
achievement to the evaluation of pupil growthachievement to the evaluation of pupil growth
in both academic and non-academic areasin both academic and non-academic areas
From periodical to continuous evaluationFrom periodical to continuous evaluation
From fewer techniques to a variety ofFrom fewer techniques to a variety of
techniquestechniques
From limited uses of test results to their widerFrom limited uses of test results to their wider
usesuses
7. From measurement of achievement toFrom measurement of achievement to
improvement of achievementimprovement of achievement
From the treatment of testing in seclusion toFrom the treatment of testing in seclusion to
its treatment in relation to other elements ofits treatment in relation to other elements of
the curriculumthe curriculum
From marks to gradesFrom marks to grades
From overall grades to subject-wise gradesFrom overall grades to subject-wise grades
From the need to clear the examination at oneFrom the need to clear the examination at one
stroke to clearing by partsstroke to clearing by parts
From irreversibility to reversible resultsFrom irreversibility to reversible results
8. Trends in Written ExaminationTrends in Written Examination
From the standardised traditional form to a moreFrom the standardised traditional form to a more
flexible purposeful form of question papersflexible purposeful form of question papers
From testing of memorization to testing of otherFrom testing of memorization to testing of other
higher abilities as wellhigher abilities as well
From limited coverage of the syllabus to its effectiveFrom limited coverage of the syllabus to its effective
coveragecoverage
From the use of one form of questions to the use ofFrom the use of one form of questions to the use of
variety of question formsvariety of question forms
From fewer question to a large number of questionsFrom fewer question to a large number of questions
From overall options to limited optionsFrom overall options to limited options
From subjective scoring to objective scoringFrom subjective scoring to objective scoring
9. Trends in Practical ExaminationsTrends in Practical Examinations
From the evaluation of only the product ofFrom the evaluation of only the product of
performance to the evaluation of both theperformance to the evaluation of both the
process as well as the product of performanceprocess as well as the product of performance
From a limited coverage to a wider coverage ofFrom a limited coverage to a wider coverage of
skillsskills
From arbitrary and subjective measure to aFrom arbitrary and subjective measure to a
more objective scoringmore objective scoring
10. Trends in Oral ExaminationsTrends in Oral Examinations
From narrow to broad-based evaluationFrom narrow to broad-based evaluation
From subject-based to expression-basedFrom subject-based to expression-based
evaluationevaluation
From arbitrary to a more rational and scientificFrom arbitrary to a more rational and scientific
scoringscoring
11. Possible Hurdles of ExaminationPossible Hurdles of Examination
ReformsReforms
Inherent resistance to changeInherent resistance to change
by the state department of education, Board of secondaryby the state department of education, Board of secondary
educationeducation
by the teachers,by the teachers,
by the studentsby the students
by the vested interestsby the vested interests
Lack of suitable sample evaluation material for providingLack of suitable sample evaluation material for providing
illustration of the nature of the reform envisagedillustration of the nature of the reform envisaged
Paucity of financial supportPaucity of financial support
Inadequate training of the teachers for keeping up with theInadequate training of the teachers for keeping up with the
changed situationchanged situation
12. Innovations in Examination SystemInnovations in Examination System
Semester systemSemester system
Continuous and Comprehensive Evaluation(CCE)Continuous and Comprehensive Evaluation(CCE)
Question BankQuestion Bank
Re-evaluation and returning of marked answerRe-evaluation and returning of marked answer
scriptsscripts
Multiple sets of question paperMultiple sets of question paper
Open book examinationsOpen book examinations
Credit Accumulation and Credit TransferCredit Accumulation and Credit Transfer
13. A Scheme for ComprehensiveA Scheme for Comprehensive
EvaluationEvaluation
(Aspects of pupil growth and activities)(Aspects of pupil growth and activities)
14. scholastic aspects( Curricular areas andscholastic aspects( Curricular areas and
Intelligence)Intelligence)
Non-scholastic aspects (personal and socialNon-scholastic aspects (personal and social
qualities, interests, attitudes and physicalqualities, interests, attitudes and physical
health)health)
Co-curricular activities( Literary, scientific,Co-curricular activities( Literary, scientific,
cultural, games and sports)cultural, games and sports)
15. Scholastic AspectsScholastic Aspects
(Curricular areas and Intelligence)(Curricular areas and Intelligence)
Written,oral, practical exam,Diagnostic tests,Written,oral, practical exam,Diagnostic tests,
unit tests and standardised achievement testsunit tests and standardised achievement tests
Standardised paper pencil and performance testStandardised paper pencil and performance test
16. Non-scholastic AspectsNon-scholastic Aspects
Personal and social qualitiesPersonal and social qualities
Regularity, punctuality, discipline, habits &Regularity, punctuality, discipline, habits &
cleanliness,emotional stability,spirit of socialcleanliness,emotional stability,spirit of social
serviceservice
ObservationObservation
Anecdotal recordsAnecdotal records
Rating scalesRating scales
22. QUESTION BANKQUESTION BANK
A question bank is a planned library of test itemsA question bank is a planned library of test items
pooled through cooperative efforts under thepooled through cooperative efforts under the
aegis of an institution for the use of evaluators,aegis of an institution for the use of evaluators,
teachers and students in partial fulfilment of theteachers and students in partial fulfilment of the
requirement of the teaching-learning process.requirement of the teaching-learning process.
23. A BLUE PRINT FORA BLUE PRINT FOR
DEVELOPING QUESTION BANKDEVELOPING QUESTION BANK
KnowledgeKnowledge
RecallRecall
RecognitionRecognition
