Need of Examination Reforms in System of Science

Examination Reforms in System of Science

The various commissions and committees appointed from time to time in the field of education have clearly emphasized the need of reforming the system of examination.

Earlier efforts in education evaluation were somewhat limited in scope. They measured the achievements of learners largely with a view to making judgement about them for selection, grading or clarification purposes. It was taken for granted that high achievers were invariably more intelligent than the low achievers. If majority of the students from a particular class fail in public examination the whole blame was put on the teacher.

The tests focused on a narrow range of cognitive learning and did not pay much attention to other domains of human functioning. There have been efforts and considerable improvement in the scope as well as means of educational evaluation.

The assessment of learning outcomes is regarded as a means of evaluation not only the status of the learners but also the instructional programme with a view to increasing its effectiveness. The introduction of the system of awarding grades instead of marks in a part of the overall efforts in the improvement of examination system.

The basic aim of examination reforms should be along the following aspects:

i. They should produce desirable influence on the teaching learning process.

ii. Examination should become valid and reliable.

The type of reforms which may be introduced in the system of examination of science subjects may be in respect of the following suggestions:

1. The system of awarding grades in place of marks should take counter stage in examination system. Consequently, the results of the external examinations must be declared in terms of grades for each subject instead of marks and divisions on the basis of 5 point Scale.

2. Since the changes in the behaviour of the learner are not confined to the cognitive domain only, the task of evaluation to ascertain the realization of the objectives in terms of behavioural changes, testing through the question paper device is not sufficient.

The cognitive domain is accompanied with the changes in cognitive and affective domains, Therefore, we must also evaluate the learning outcomes in terms of the objectives like application objective, skill objective, interest and appreciation objective, attitude objective besides the knowledge and understanding objective.

Thus, the evaluation scheme for being a comprehensive and appropriate one, must also give place to other assessment schedules and procedures besides the achievement tests. Such assessment schedules and procedures could be like: Intelligence test, Rating Scale, Sociometry, Check list, Interest inventories,’Aptitude tests etc.

3. There must be reforms in the construction of the test material or question paper. The test material must have all the criteria of good test. The question paper must give balanced emphasis on the objective, short answer type and essay type questions. A question paper for this purpose may be divided into two parts, one part having objective questions and the other part essay type. The short answer type may be attached to both of these parts according to the needs and demands of the situation.

4. The system of examination must provide a condition where the students feel at ease while appearing in the examination. This should not bring mental or physical disturbance, anxiety, fear or hesitation among the examinees.

5. For the proper realization of the objective of science education, due emphasis must be given on the organization of various co-curricular activities like science clubs, science fairs, science exhibitions, science museum improvisation of equipments and aid material, project work etc. The progress and sincerity in all these activities must be evaluated and given weightage towards awarding grades or division to the students.

6. The internal assessment system must be considered while giving weightage to the opinion and assessment of the concerned teachers about the performance of the students.

7. The over dependence of the results of the annual examination must be checked. The number of examinations and test in a particular session may be adequately increased in the form of half yearly, quarterly, monthly or even weekly examinations or tests.

There must be regular evaluation of the work and activities of the students and proper weightage should be given to this regular assessment for the purpose of promotion to the next higher class. Such regular assessment should also form the basis or awarding grades or division to the students at the end of the session.

8. The theory examination must be supplemented with oral and practical examination.