Short comings in the present systems

of assessment and the ways of their

elimination
Introduction:

Assessment and evaluation form an integral part of the total, educational process. It is essential that, during
and at the end of a course of study, both the teacher and the taught should eva- luate how far they have
succeeded in the attainment of the objectives of teaching and learning. Assessment and evaluation is a
continuous activity which should be designed simultaneously with curriculum development.

A well designed system of assessment and evaluation is a powerful educational device. It serves the
following purposes: it indicates what is important in the subject, how the facts, concepts and principles are
educated and used in a given situation, and whether the requisite mastery has been achieved by the student
in the course, it furnishes some rational basis of judgment of the student's accomplishment and provides a
basis for comparing each individual student's attainment with that of the rest of the, class; it points to the,
direction for further learning and serves as a guide to the teacher to evolve effective and suitable teaching
methods and techniques; and finally, it indicates whether the objectives of the curriculum have been
achieved.

Short comings in the Existing System

1) Evaluation of students on the basis of external final examination is in vogue in all the polytechnics. Under
this system it often happens that the subject is taught by one person, the question paper is set by another and
the student's answer scripts are valued by a third person.

2).The teacher at the polytechnic has no direct role in evaluating the student he has taught. The present
system exerts a confining influence on teaching and is liable, in any event, to give a false picture of the real
achievement of the student.

3). The present type of written examinations tempt the student to prepare for the examinations by
memorising lecture notes for reproduction in the examination and thus place a premium on note learning.
The student is subject to unnecessary stress and fear on the eve of the examinations. The percentage of
failure in the system is very high with the result that the student is- likely to resort to malpractice to secure a
pass.

4). Since the goal of the students is to pass the final examination, the teacher in his turn aims to prepare the
student for it. He cannot introduce the latest developments in the subject to the students as the examination
is restricted to the prescribed syllabus. The present practice of setting question papers and valuation of
answer scripts arouses very little interest and enthusiasm to improve the methods of teaching.

5). Further, there is a large time-lag of two or three months between the date of examination and the date of
declaration of results. During this period, the student is kept waiting and the institutions are precluded from
starting the next academic session. If this lag is drastically reduced the institutional facilities could be better
utilised.

6). Almost everyone-the teachers, students and representatives of industry and business-with whom the,
Committee had discussions has stated categorically that the present examination system is one of the
greatest drags on our efforts to improve technical education.
Suggested Reform

1. Education has a dual role-the dissemination of knowledge by teachers and the assimilation of knowledge
by students. This is best served if the teacher simultaneously carries on the tasks of teaching and assessment.
Such assessment will clearly reveal to the teacher whether his teaching is effective and whether learning is
achieved. Continuous evaluation based on this principle will not only remove the fear-complex in the mind
of the student but also motivate him for effective learning. Consequently, the student will find his studies
interesting.

2. The system of continuous internal assessment and evaluation is superior to the traditional time-test
examinations. In the new system the students will consider evaluation as another learning activity. The
system allows the student to study his valued answer scripts, to discuss them with his teachers, to seek
clarification on the basis of assessment and to obtain guidance for improvement. This would act as an
incentive to learning and help the student to plan his studies carefully. The teacher on the other hand would
know where he has helped the students to understand and where he has not. This feed back will help him
plan effective- teaching. The system will take into account such qualities of the student as his initiative,
industry and discipline. The system of continuous evaluation is also a means by which the work of the
student on the entire syllabus may be judged and not merely his work on part of the syllabus on which an
examiner may base his questions.

3. Internal assessment is a continuous process, which means that the final assessment in any subject should
be made up of the results of a large number of tests, assignments etc.

Different methods could be used for assessment', these include the following:

(a) Quiz or unannounced tests,

(b) Home assignments.

(c) Periodic tests.

(d) Oral tests.

(e) Project work, term papers.

(f) Participation in seminars and discussions.

Each of these methods is effective in certain situations and not suitable in others. The nature of the subject
and the objectives to be realised in the subject will to a great extent determine the methods of assessment.
Therefore at the time of curriculum planning itself the methods of assessments suitable for each subject, the
relative weightage for the methods and the timing and sequence of their use must be carefully determined. In
the light of such consideration and choice of techniques a great amount of planning will have to go into the
methods and programme of teaching. The teacher will have to carefully plan and schedule his work of
teaching and assessment.

4. The success of the system depends on its acceptance by students. Tests, assignments etc. must be framed
to enable objectivity in assessment. The student must be briefed clearly and in advance about the programme
of assessment, its contents, timing and criteria and the weightages attached to each method of assessment.
He should also be allowed to discuss the valuation of his assignments, answer books or other work at every
stage and be convinced of its fairness.

5. In order to maintain proper standards of assessment, it is necessary that the records of assessment are
carefully maintained in detail and made available for scrutiny by the concerned authorities.
6. Frequent interchange of views and experience between polytechnics would be very valuable in
developing satisfactory methods and techniques of internal assessment and in arriving at acceptable and
standard patterns allowing necessary flexibility to suit the different subjects and methods of instruction.

Conclusion:
Evaluation is an integral part of teaching and learning. Their process should be continuous through out the
curriculum. Is the traditional form of evaluation the continuity and comprehensiveness is over looked. You
must also have the experiences that the maximum exams are conducted to check the process of teaching and
learning. But too much emphasis is laid on written exams. The form of evaluation has changed with time.
Now it has been accepted in the form of a continuous process and it has also been kept in mind that all the
aspects connected with the development and assessment should be emphasized. Along with scholastic areas,
coschalastic areas have been considered significant. One more significant fact is worth mentioning that
instead of one technique many techniques are used as a medium of assessment. For example on one hand the
basis of assessment is observation on the other hand facts related to the level of his achievement are
presented by, asking questions about the products created by him, his involvement in project and his
portfolio. Through the present unit you developed understanding about the present form of assessment.
Finally you developed understanding that only assessment and evaluation are not sufficient but the main
points of the students progress is to communicate the progress of the child to the parents time to time.