RIJS

Volume 1, Issue 8 (Aug. 2012)

A Journal of Radix International Educational and Research Consortium

ISSN: 2250 3994

RIJS
RADIX INTERNATIONAL JOURNAL OF RESERCH IN SOCIAL SCIENCE

REFORMS IN EVALUATION OF HIGHER EDUCATION

Dr. R.V.Gangshetty Assistant Professor in Economics Karnataka State Womens University, Bijapur Vijayalaxmi M Belgumpi Assistant Professor in Computer Science Government First Grade College, Bijapur.

Today knowledge is a capital of mankind, quality and excellence in every domain of life are in great demand, irrespective of authentication of merit by the centres of higher learning. The growing mobility of student force across the country for career opportunities has a comprehensive plan for reforms in higher education. The parameters of quality and excellence defined should guide the process of curriculum designing and evaluation system. As a result a new planning in curriculum development and evaluation reforms holds our urgent attention today. Both curriculum and evaluation are two inseparable entities of educational process reflecting the aims and aspirations of growing socio-cultural order. Compatibility and concern for students all round development are the basic requirements of effective educational process. Hence, there is a need to give a serious thought to bring reforms both in curriculum development and evaluation reforms keeping global needs of time.

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Volume 1, Issue 8 (Aug. 2012)

ISSN: 2250 3994

Evaluation of teaching at universities is traditionally realized in terms of student ratings. Curriculum evaluation is rarely done in a systematic manner. More often, the emphasis is placed on a particular aspect, which is only of little help in terms of modifying education. This paper at hand deals with a different evaluation approach, reforms in evaluation to be considered. They describe Evaluation, Types of Evaluation , Drawbacks Of The Existing Systems, Programme Of Examination Reforms, Trends In Examination Reforms, Various Types Of Evaluation Tools And Some Diverse (Innovative) Approaches To Assessment etc . The paper highlights the reforms in evaluation for achieving quality in higher education.

EVALUATION

Evaluation is the most crucial and important component of teaching-learning process. Evaluation is the process of determining

to what extent the educational objectives are actually being realized. the effectiveness of the learning experiences provided in the classroom. how well the goals of education have been accomplished.

Quality has both absolute and relative connotations. The concept of absoluteness in quality props up the morale of the higher education system at the delivery end i.e. institutional, and at the receiving end i.e. students. Quality dimensions seem to have two implications, i.e., functionality of the output and meeting the basic standards. Therefore, sharing of the experiences among institutions on quality issues may generate ideas for evolving norms Journal of Radix International Educational and Research Consortium
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Volume 1, Issue 8 (Aug. 2012)

ISSN: 2250 3994

and strategies for their quality assurance of management processes, curricular inputs and practices and the evaluation system as well. The alternative dynamics for teacher preparation and the sustaining quality in teacher input, like: Curriculum design and development; Curricular practices vis--vis emerging principles of pedagogy; Evaluation of learners performance and progress vis--vis curriculum evaluation; and, Quality management practices become crucial. The quality of these components may also differ from institution to institution.

The below figure shows inter-relatedness of objectives, teaching strategies evaluation in curriculum.

and

OBJECTIVES

Cu

TEACHING STRATEGIES
EVALUATION

EVALUATION CURRICULUM
BASIC QUESTIONS

Five basic questions are related to evaluation, answers to which will fully describe evaluation. 1. WHY PURPOSE 1. 2. Judgemental Based Developmental Based

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2.

Volume 1, Issue 8 (Aug. 2012)

WHAT OBJECTIVE BASED Three Domains 1. 2. 3. Cognitive Based Affective Based Psychomotor Based

ISSN: 2250 3994

TYPES OF EVALUATION

The Functional Classification of types of tests to be conducted for students are:

ACHIEVEMENTS EVALUATION: (LEARNING OUTCOMES) to measure an individual's performance relative to given subject.

DIAGNOSIS AND REMEDIATION EVALUATION - to find out points of strength and weakness in a student's skill or knowledge in a given subject. - to discover learning difficulties which call for remedial action.

PROGNOSIS AND GUIDANCE EVALUATION to predict future achievement of individuals and to analyze their present status of subject knowledge.

FORMATIVE EVALUATIO

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Volume 1, Issue 8 (Aug. 2012)

ISSN: 2250 3994

The purpose of formative evaluation is to validate or ensure that the goals of the instruction are being achieved and to improve the instruction, if necessary, by means of identification and subsequent remediation of problematic aspects. to monitor the learning progress of students to provide feedback to students

SUMMATIVE EVALUATION

Summative evaluation provides information on the product's efficacy ( it's ability to do what it was designed to do). For example, did the learners learn what they were supposed to learn after using the instructional module. In a sense, it lets the learner know "how they did," but more importantly, by looking at how the learner's did, it helps you know whether the product teaches what it is supposed to teach. Summative evaluation is typically quantitative, using numeric scores or letter grades to assess learner achievement. to determine the learning out comes and the competencies developed by students after undergoing the course.

COMMISSION / SEMINAR / REPORTS ON HIGHER EDUCATION University Education Commission Report (1948). Expert Committee Report UGC (1957). Indian Education Commission Report (1964). National Seminar on Examination Reforms (1971). UGC document "Examination Reform A plan of Action" (1972). National Policy on Education (1992 revised).

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Volume 1, Issue 8 (Aug. 2012)

UGC Regulations (1998).

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University Administration and Management (Prof. Ram Tak Wale 2000).

DRAWBACKS OF THE EXISTING SYSTEMS

1. The present system of examinations encourages students to utilize and exhibit their memory power rather than their intelligence and grasp of subject. 2. It reduces the learning process to a part time activity. 3. It reduces the teaching to the coverage of a particular portion. 4. It encourages students to prepare only for passing examinations. 5. Question papers are not valid, reliable and objective. 6. Non-cognitive learning out-comes are neither tested continuously nor

comprehensively.

PROGRAMME OF EXAMINATION REFORMS

1. Improvement of questions. 2. Improvement of question papers. 3. Improvement of scoring procedures. 4. Enlargement of the areas of evaluation to cover the cognitive as well as the noncognitive aspects of student growth. 5. Extension of the techniques of evaluation from written examinations to other forms of evaluation. 6. Enlargement of the uses of results for varied purposes.

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Volume 1, Issue 8 (Aug. 2012)

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7. Introduction of corresponding changes in instructional methods and materials and the curriculum as a whole.

IMPROVING WRITTEN EXAMINATIONS

IMPROVING QUESTIONS

Objective based Suitable form Definiteness of answers Simple language Appropriate difficulty level Appropriate discrimination index

IMPROVING QUESTION PAPERS

Proper weightage to objectives Adequate content coverage Weightage to different forms of questions Controlling options Predetermined difficulty range Appropriate directions Adequacy of the length of the paper in terms of time Arrangement of questions Distribution of marks

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SCORING AND TREATMENT OF RESULTS

Detailed marking scheme Scoring key for objective-type question Appropriate procedures of recording and reporting the scores, etc.

USING EVALUATION TECHNIQUES OTHER THAN WRITTEN EXAMINATIONS

Observations Check-lists and questionnaires Inventories Rating scales Other techniques

BROADENING THE FUNCTIONS OF EVALUATION

Diagnosis Review Prognosis Self-evaluation Guidance

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BRINGING ABOUT RELEVANT CHANGES IN ADMINISTRATION AND ORGANIZATION OF EXAMINATIONS

Selection of paper-setters Changes in valuation procedures Revision of rules for deciding pass and fail and divisions

BRINGING ABOUT CORRESPONDING CHANGES IN Curriculum Instructions Text-books Research

VARIOUS TYPES OF EVALUATION TOOLS

1. Quiz (announced) 2. Quiz (unannounced) 3. Short duration objective type tests (10 to 15 minutes for periodical achievement of cognitive abilities) 4. Short answer / problem solving (15 minutes to 30 minutes for periodical achievement of cognitive abilities) 5. Long answer essay (30 minutes to 60 minutes for periodical achievement of higher order cognitive abilities) Journal of Radix International Educational and Research Consortium
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6. Class assignments / Tutorials (once in a week for developing higher order abilities and checking on them) 7. Home assignments (once in a week or fortnight to develop ability skill in producing drawings, sketches, essays, flowcharts, diagrams, maps, illustrations, etc.) 8. Guided individual projects (Given twice in a semester or 4 times an academic year, to bring in new meaningful and relevant problems that would work better in relation to the subject matter.) 9. Guided group projects (in addition to the above, to develop leadership qualities, team work, disciplines, etc.) 10. Laboratory / Field / Practical work (Periodically, to develop and assess practical skills in handling instruments, experiments, reports, etc.) 11. Observation (periodically to assess personal qualities of regularity, hardwork, inventiveness, initiative, originality etc.) 12. Checklist / rating list (periodically to assess personal qualities of regularity, hard work, inventiveness, initiative, originality etc.) 13. Rating scale for interest (3 times in a semester or 6 times in a year, to rate his interest in the subject) 14. Rating scale for attitude (3 times in a semester or 6 times in a year to rate his attitude) 15. Group Discussions (once a month to assess his originality, creativity, initiative, communication skills, etc.) 16. Seminar (once a semester or twice a year, to develop and assess originality, creativity, discipline, communication skills, initiative, etc.) 17. Thesis / Dissertation (once a year, to develop skills of scientific method, critical thinking, analysis, synthesis, evaluation, performing skills, communication skills, etc.)

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Volume 1, Issue 8 (Aug. 2012)

ISSN: 2250 3994

MODIFICATION OF EXISTING EVALUATION METHODS The following are the Alternatives of Modification of Existing Evaluation methods Book review Script for a radio / TV programme Letters to friends / parents / peer Instructional guide for beginners Popular account of an experiment and its finding Seminar paper on experiments Group report of a set of linked experiments A brief publication Illustrated presentation or exhibition

TRENDS IN EXAMINATION REFORMS

Testing Creativity; Testing Application Aspects; Testing both Fundamental and In-depth knowledge; From Arbitrariness to Systematization. From Periodical Evaluation to Continuous Evaluation. From Fewer Techniques of Evaluation to a Variety of Techniques. From limited uses of test results to wider uses of the same. From measurement of achievement to improvement of achievement

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Volume 1, Issue 8 (Aug. 2012)

ISSN: 2250 3994

SOME DIVERSE (INNOVATIVE) APPROACHES TO ASSESSMENT

Projects Case Studies Reflective - Journals In-tray exercises Open book examination Take away papers Simulation Reviews On line testing Self assessment reflective teaching Portfolio Evaluation

CONCLUSION

Both curriculum and evaluation are two inseparable entities of educational process reflecting the aims and aspirations of growing socio-cultural order. Compatibility and concern of students all round development are the basic requirements of effective educational process. Hence, there is a need to give a serious thought to bring evaluation reforms keeping global needs of time. Evaluation is not the end of initiative; it is an essential part of the on-going process that provides an opportunity to be deliberative, reflective, and creative.Various reforms in traditional evaluation and use of Innovative evaluation tools are required for assessment of students to achieve quality in higher education.

Journal of Radix International Educational and Research Consortium

www.rierc.org

RIJS

Volume 1, Issue 8 (Aug. 2012)

ISSN: 2250 3994

REFERENCES

1. http://www.ugc.ac.in/pub/heindia.pdf 2. http://unesdoc.unesco.org/images/0003/000305/030513eo.pdf 3. www.egyankosh.ac.in/bitstream/123456789/24823/1/Unit-1.pdf - Similar 4. Examination reforms in India - H . S. Srivastava, Experiments and innovations in education N o . 41, An International Bureau of Education series. 5. Community College Models - Globalization and Higher Education Reform By Rosalind Latiner Raby, Edward A Valeau Editors. 6. Globalization of Education: An Introduction (Sociocultural, Political, and Historical Studies in Education) by Joel Spring (Nov 20, 2008). 7. Globalization and Education: Critical Perspectives (Social Theory, Education and Cultural Change) by Nicholas C. Burbules.

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