Page 1 of 5
European Journal of Business &
Social Sciences
Available at https://ejbss.org/
ISSN: 2235-767X
Volume 07 Issue 03
March 2019
Available online: https://ejbss.org/ P a g e | 849
Evaluation System in Higher Education
Dr. Jaya Mukerji
Associate Professor in Education
Allahabad Degree College, Prayagraj.
Abstract
Evaluation is an integral part of teaching-learning. Despite this fact, the
evaluation system in higher education is beset with some disadvantages. These
shortcomings bring about subjectivity and chance factors and ignore higher order
thinking amongst students. Also, there is delay in announcing results. Choice
Based Credit System has been implemented so as to bring about continuous and
comprehensive evaluation but that also is not without defects. Some suggestions
for reforming the evaluation system have been mentioned, such as, specific
instructions given to the question setters, effective feedback mechanism, setting
up of regional level workshops, Examination Reform Units for the Universities,
orientation given to teachers on assessment methods.
Keywords: Higher education, Teaching-learning, Credit System, Workshop.
Evaluation System in Higher Education
An integral part of the teaching-learning process is evaluation. It denotes the
pupils' progress and the teacher's teaching competence. It influences the students'
study habits and the teacher's methods of teaching. It measures, diagnoses and
predicts pupils' achievements. Higher education plays a very important role in
developing skilled people who can drive the economy forward to achieve
excellence. This, therefore, calls for an evaluation system that would bring about
qualitative improvement in education and create students having knowledge,
skills, values, confidence and academic efficiency as a whole. The National
Policy on Education, 1986 observed, "As part of sound educational strategy,
examinations should be employed to bring about qualitative improvements in
education." (p.24). The Kothari Commission also pointed out to examination
reforms at various stages. The Mudaliar Commission mentioned, "The
examinations determine not only contents of education, but also the methods of
teaching — infact, the entire approach to education" (p. 118). According to the
Radhakrishnan Commission, "if we are to suggest one single reform in
University Education, it should be that of the Examination." (Educational Trends
and Innovations, p. 250).
The term 'evaluation' has been introduced by educationists for the examination
system. The examination process is the last phase of teaching and learning and
has been a difficult task creating mostly fear or indiscipline in the students. The
Page 2 of 5
European Journal of Business &
Social Sciences
Available at https://ejbss.org/
ISSN: 2235-767X
Volume 07 Issue 03
March 2019
Available online: https://ejbss.org/ P a g e | 850
present examination system in higher education has many disadvantages. To
mention a few:-
1) Subjectivity and chance factors are visible during paper-setting, answering
the questions, marking the answer-scripts. Paper setters as a result of their
background tend to over emphasize certain topics ignoring the rest.
Sometimes the questions are ambiguous and not clearly specified.
Candidates write answers according to their selected topics, often taking
undue advantage of the generalized and indistinct instructions in the
questions. Examiners evaluate the answer scripts as per their specialization
and personal likes and dislikes of the topics. They often evaluate in a rush to
meet the given deadline. Also, sometimes evaluation is done by examiners
who are tired of reading the same answers to same questions and seeing the
same mistakes.
2) Simple recall of facts and information give undue emphasis on
memorization ability of the candidates and neglect their understanding and
decision - making abilities.
3) Almost all assessment processes give impetus to learner competition rather
than collaboration. Only a certain portion of learners are allowed to receive
higher scores or first class honors degree.
4) Also there is inordinate delay in announcing results, wrong entries in mark
sheets and certificates, appointment of incompetent examiners and
unqualified paper setters. The conduct of examinations thereby defeats the
very purpose of evaluation.
5) Effort not taken in improving text books or methods of teaching on the basis
of examination results.
6) The Choice Based Credit System (CBCS) was implemented in higher
education by UGC in 2015. It places emphasis on the continuous and
comprehensive evaluation. It gives 40% weightage to the internal
assessment and remaining 60% to the final examinations. Semester system
is followed. To make students attentive towards their studies throughout the
academic session and reduce the importance of "only one final examination"
at the end of one or two years, which is subject to chance-factors, semester
system is considered to be effective. However, this too is fraught with
shortcomings. One finds that work load of teachers is increased as most of
the time is spent on setting papers for different types of tests and correcting
the answer sheets. Research work and innovation receives a setback as
teachers are occupied most of the time in paper setting and making
arrangement for examinations. The time period for teaching is generally
very short for covering the units in each paper for each semester. Therefore,
mastery over concerned subject is hampered. Also internal examination
Page 3 of 5
European Journal of Business &
Social Sciences
Available at https://ejbss.org/
ISSN: 2235-767X
Volume 07 Issue 03
March 2019
Available online: https://ejbss.org/ P a g e | 851
sometimes is responsible for lowering the standard of evaluation. Teachers
generally become very lenient with the 40% marks of internal assessment
that is in their hands. Here chance of subjectivity would be maximum.
Another point is that seriousness of students regarding examinations would
disappear to a great extent as too much weightage is given to continuous or
internal assessment. Students are encouraged to study for marks and
remember things for the short term— only to forget them by the time the
next examination is held. Also extra burden will have to be borne by the
institution for supplying answer booklets etc. during the internal
assessments.
With these drawbacks in mind, a few suggestions are offered with a view to
improve the system of evaluation.
1. A sample of the question paper and a list of specific instructions to be given
to the question setters, which would comprise of :- (a) weightage to
objectives, (b) weightage on areas of content, (c) distribution of questions
according to difficulty level, (d) different forms of questions, (e) provision
of options, (f) expected time for answering, (g) expected length of answer
(number of words or sentences) and so on. Paper-setters should prepare the
scoring key for objective type questions and the scheme of evaluation for
different categories of questions— short, very short and essay type. All
these to be provided to the examiners for enabling them to evaluate answer
scripts as objectively as possible.
2. Efforts to be taken for covering the entire subject reducing thereby the
chance of selection and memorization of particular units/ topics. Instructions
to be given to candidates for writing answers in their own language and to
the examiners to encourage original thinking and style in the answers.
3. Tests to be designed in such a way that atleast some portions evaluate the
students' insight into the subject. Assessment components must include
activities that provide students with opportunities to synthesize and reflect on
what they are learning, to think critically and creatively, and to use problem- solving and decision-making skills.
4. The pattern of papers, evaluation methodology, disciplinary rules etc. should
be properly documented and communicated to students well in advance. This
would ensure transparency in pre and post-processes of examination.
5. Effective and necessary feedback mechanism (e.g. returning corrected answer
books to students, responding to students' queries on the evaluation procedure
etc.) should be set up in all institutions.
