As in other subjects so also in commerce essay type tests are quite commonly used for evaluation purposes. Such tests have certain merits and demerits.
Merits of Essay-type Tests
(i) Such tests induce good study habits in the pupils.
(ii) The guess work can be eliminated to large extent.
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(iii) Such tests are easier to prepare and administer.
(iv) By this type of tests it is possible to measure all degrees of comprehensiveness and accuracy.
(v) Such tests can be used by all type of schools.
(vi) These help in developing the power of logical thinking, critical reasoning, systematic presentation etc. in the students.
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(vii) Such tests provide an opportunity to the child to show his initiative, originality of thought, fertility of their imagination, etc.
(viii) This type of tests are considered to be best for measuring ability to organise idea effectively, ability to criticise or justify a statement, ability to interpret etc.
Defects of Essay-type Tests of Examinations
At present new type of tests are taking the place of traditional or Essay type of tests. This trend is gaining importance because traditional type of examinations suffer from following defects.
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(a) Defects from the Point of View of Students
(i) The essay type tests are less objective and so they lack of validity. This type of test can reveal child’s cramming capacity only.
(ii) These tests lack reliability. A student is compelled to have a selective reading. He depends more on guess papers and so there is an element of chance.
(iii) It keeps the students busy and fall of nervous tension. The study does not spread over the whole year and is limited to a short period just before the examinations. Thus a habit of irregular study is developed in the student.
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(b) Defects of Essay-type Tests from the Point of View of the Teacher
(i) The teacher covers only a limited and important portion of course because his aim is to see that maximum number of his students pass the examination.
(ii) The teaching programme of the teacher is wholly examination oriented and the basic principle of teaching his students are given least consideration.
(iii) The teacher is compelled to encourage his students to cramming which is not a psychological method of teaching.
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(iv) Since a teacher is judged by the results of his students so everything becomes subservient to the examinations.
(v) To show good results sometimes the teacher devotes a good deal of his time to indulge in guess work which affects his teaching
(c) Defects from the Point of View of Achievement
(i) Essay type tests are not comprehensive and some students may get good marks only because the questions have been set from the portion prepared by them.
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(ii) These tests are not objective and the score of a student depends on various factors such as Examiners mood and whims etc.
(iii) This type of tests is not useful from the point of view of improvement. They fail to throw light on the defects of teaching-learning process or the defects of the curriculum.
From the above it can be concluded that essay type examination is not a correct method of evaluation in commerce. The improvement in system of evaluation is possible if following suggestions are given due consideration
(a) Improvement in Essay Type Examination
In essay type examination an improvement is possible if we set shorter questions spread over the whole course. The language of question should be clear and precise clear cut directions be given for scoring.
(b) The Use of Objective Tests
In addition to essay type tests, some objective type tests may also be used for evaluation. The objective type tests can be of the following types.
(a) True-false type.
(b) Completion type.
(c) Multiple choice types.
(d) Matching type.
(e) Short answer type.
(c) Use of Oral Tests. In such tests oral questions are given and students are required to give answers after oral calculations. Such tests require quick recall and thinking the ability of the students to apply the knowledge of facts in different situations.
(d) Assessment of Regular Work. For such an assessment a record of child’s developments should be kept. Such a record may be kept for his home-work; practical work etc. and this should be taken into consideration while assessing a student.
Thus we find that no single device is enough and a judicious blend of various evaluation tools is the best approach.