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Need to improvement in Examination

by Vijay Garg
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Scores obtained in the examination of school education in India open the way to higher education.  Not only this, this race of marks, ignoring the inequalities in the education system, makes the chances of good schoolers getting a good college acceptable.  Every year several lakh students pass the 12th examination, but why are the majority of the students who are ranked in the list of prestigious colleges-universities of the country with hundred percent and ninety nine percent marks belong to the Central Board of Secondary Education?
Does the examination system have any role in this or should the meritorious students be given the credit for this achievement?  Is it not necessary to have uniformity in the evaluation methodology of the state level boards of Uttar Pradesh, Bihar, Tamil Nadu, Rajasthan, Punjab, Himachal etc. and the Central Board of Secondary Education in the country?  The results of all the examination boards of the country also come at different times and the students of the states whose examination results come late are deprived of admission in the prestigious universities and colleges of the country.
Is there really a need for examination boards in the country?  Can’t it be that the school itself should be authorized to conduct evaluation in classes X-XII!  When the school gives education to its students, can’t it conduct the examination?  In the administrative system which conducts the examination of the board, the question papers are prepared by the teachers only, the teachers who give the duty and evaluate in the examination hall are also mainly teachers.  Exams are also held at some school or the other.  In such a situation, if schools are given the autonomy to conduct board exams, then will it not be a better option?
Typically, student evaluations reveal what the students have learned.  Do teachers and administrators learn anything from these test results?  Should the failure of the students be considered as their personal failure, the weakness of the teacher’s method of teaching or should the examination and education system also be blamed for this?  In Japan, if a student is unable to learn a concept in a class, it is the responsibility of the entire class, including the class teacher, to teach that student.  But in his own country the student accepts his failure as his destiny.
The role of elements like availability of resources, curriculum, examination in student learning and socio-educational inequality prevailing at different levels should be constantly debated.  It seems that different types of schools and different boards for examination also represent different socio-economic sections of the society.  The students of state boards, majority stay in their respective state universities and colleges.  His merit does not excite him to reach Delhi University.
If schools are given autonomy to conduct examinations, a provision for national or regional level entrance examinations may be made for university level admissions, as is the case for medical and engineering colleges.  In this way frills like Kumbh Mela for board exams can be avoided and the pressure of board exam on students will also be reduced.
Students will be assessed through a seamless process in a local environment.  Evaluation at the school level will also provide the school and the teacher with the necessary ‘feedback’ and experience to make necessary improvements in their teaching system.
There should definitely be experiments to change the examination method.  The demand for changes in the Indian school education system regarding examinations is very old.  The committee headed by Professor Yashpal had also talked about changing the examination method to ‘education without burden’.  The National Education Policy-2020 also recommends to change the present form of board examination.  The Right to Education Act-2009 had a provision for continuous education evaluation.
This would allow teachers to regularly know which student in their class had difficulty learning which concepts and could help that student in a timely manner.  But due to protests from a section of teachers, Continuous Learning Evaluation was dropped from the Right to Education Act.  Three decades ago, an experimental ‘open book examination’ was conducted in class IX.  In this, the questions were made in such a way, for which even if the book was passed, it was not easy to answer by looking at it.  But this experiment did not progress.
Last year, the Central Board of Secondary Education had talked about reducing the first thirty percent syllabus for the examination due to the closure of schools due to Corona.  But there was confusion about the examination and then the 12th board examination was not held.  Marks awarded to the students of 2020-2021 session on the basis of pre-boards of class X-XI and XII.
Now the Central Board of Secondary Education is conducting an experiment in class X and XII examination for the session 2021-2022.  This year provision has been made for two examinations half yearly and yearly.  Both the exams will be based on one-half of the total syllabus.  The exam will have ‘case’ based questions with multiple choice questions.
It is expected that the Central Board of Secondary Education will take an inclusive approach in conducting its question papers and exams.  Because special arrangements have to be made for the students who are handicapped, who cannot see and need an assistant in the examination.
During the Corona period, there was confusion regarding the studies that in 2020, where the studies were left, it should be started from where the students have now come, that course should be taught.  About eighty percent of the students have been deprived of online studies, out of which some students have to go to school and take exams.  The question paper of the Central Board of Secondary Education will be made according to the syllabus.  In a similar test, who had the resources for online classes and who did not are unlikely to be considered.
In this time of pandemic uncertainty, shouldn’t the examination boards of other states also opt for the same type of multiple-choice exams like the Central Board of Secondary Education?  There will be uniformity in the examination method among different boards, then the talent of the students will be properly assessed and everyone will get equal opportunity to progress on the basis of their marks.
In order to improve the examination, it has to be seen that what is the role of the examination board?  Does this give an opportunity to move forward in life or is the only option available to justify our social status through examination!  All state examination boards may adopt a common method of evaluation.
With this, the students will not feel that there is any discrimination in examination and evaluation due to their state.  All the students of the country should feel that the marks obtained by him are giving him the same opportunity as the Central Board of Secondary Education in the selection of the university, there is no feeling of inequality with them.

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