APPENDIX F (a) : THE RECOMMENDATIONS OF THE SEMINAR HELD AT BHOPAL IN REGARD TO THE REFORM OF EXAMINATIONS IN SECONDARY SCHOOLS.
In February 1956, the All-India-Council for Secondary Education organised a Seminar on Examinations. Boards of Secondary Education and Universities conducting the Matriculation Examination Were re- quested to send a representative each for participation in the Semi- nar. A few experts who had done useful work were also invited. About 30 delegates attended, and Dr. C.M. Bhatia, Director, Bureau of Psy- chology, Allahabad acted as the Director of the camp.
The participants divided themselves into four committees to study different aspects of the examination system with reference to certain terms of reference given by the Council. The main recommendation 'of these four committees, as approved by the Seminar, are given below:
Recommendations on "The General Examination System" 1. In order to reduce subjectivity and to test effectively the candidates' knowledge of facts and fundamental processes as well as his ability to understand casual relationship and to organise and express his ideas effectively, questions set at both the external and internal examinations should be of three different types :
(a) Essay type
(b) Pointed questions involving short answers
(c) Purely objective type
Where there are two papers in a subject, the objective type of questions should form one of these papers. Where there is one paper in the subject, the objective type of questions should form a separate section, to be answered in a separate book within a specified time.
When the stage is set for the use of standardised achievement tests, such tests should be progressively used in separate papers in lieu of the objective type of questions.
2. In the traditional type of papers, the language of the questions should be simple, definite and clear, the number of ques- tions should be relatively large, and the marks allotted to each question should be small for the sake of better sampling.
3. To minimise subjectivity in the external examination
(i) A preliminary list of suitable questions on different subjects should be obtained from a selected number of qualified and
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experienced headmasters and teachers of Secondary Schools in their respective subjects.
(ii) The examining body should appoint a panel of subject specialists consisting preferably of three members. On this panel, there should be representation of subject specialists drawn from Secondary Schools, Universities and other institutions concerned with the teaching of the subject. After going through the questions suggest- ed by the teachers, the panel should draw up the ques- tion paper which should, as far as possible, contain questions suggested by the specialist teachers of the subject. No further moderation of the paper should be necessary after this.
(iii) Before the marking of answer books there should be a meeting of the Head Examiner and the Deputy Head Examin- ers as they are called in some States, or of the Head Examiner and the Moderators as they are designated in some other States. There should also be a meeting of the Assistant Examiners with the Head Examiner or Deputy Head Examiner as the case may be. At such meetings detailed instructions for marking should be clearly laid down. These instructions should be finally drawn up after a number of scripts have been actually examine.
4. In all subjects where an external practical examination is necessary, it is recommended that :
(i) Due weight should be given to sessional work, say to the extent of 50 per cent of the total marks assigned to the practical examination. To ensure that the practical work done by the examinees during the session represents their genuine day-to-day performance, the records of work should be regularly checked and initialled and dated by the teacher, and countersigned by the Head of the institution every month. They should be produced before the External Examiner at the final practical examination. If the External Examiner finds seriously a disparity between the performance of a candidate in the tests of the final examination and his overall perform- ance during the session, he should be at liberty to give the examinee another test before assessing his perform- ance at the final practical examination.
(ii) To eliminate the chance factor, a candidate should be allowed to choose one experiment or practical task out of two or more that may be set by the External Examiner.
(iii) If, in respect of any school there is a striking disparity between the standard of the school records and the external examination results of all the candidates taken together, the External Examiner has a right to make a reference to the examining authority.
5. After considering the trying physical conditions under which candidates appear at the public examination at the end of the Second- ary School course and in view of the reorientation to be given to the whole system of examination, the Seminar recommended the following :
(a) The entire examination should be completed as quickly as possible.
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(b) No paper should be of more than two and a half hours duration.
(c) Care should be taken to eliminate avoidable inconveniences and discomforts to the examinees by providing more examination centres in the rural areas.
Recommendations on Cumulative Records 1. The new approach to examination and evaluation requires the proper maintenance of school records. This Seminar endorses the recommendation of the Secondary Education Commission that a Cumulative Record be maintained for every pupil. Such a record will contain a continuous statement of his attainments at the successive stages of his education and a progressive evaluation of his interests, aptitudes and personality traits and of the school and practical activities participated in.
2. It is recommended that a comprehensive form of cumulative record of the type given in Appendix VII of the Secondary Education Commission Report should be maintained by those schools which have the necessary skilled personnel for making the elaborate entries required by that form. As most schools do not have such trained personnel, simpler Cumulative Record is suggested.
It is recommended that a cumulative record, whether comprehensive or simple, be maintained for the pupil from as early a stage as possible, at least from the beginning of class VI. This record will take due note of the pupil's performance in the periodical tests and his day to day work in the school. Data for the cumulative record may be obtained in various ways and from different sources. Information regarding the pupil's scholastic attainments may be entered directly from teachers' class record books. A comprehensive progress report based on the cumulative record will be sent to the pupil's parents at the end of each year and will also be given to the pupil at the time of leaving the school. Such a report should contain an assessment of the pupil's all-round progress at a particular stage together with an evaluation of his special abilities, skill and interests and a constructive estimate of his character and personality.
3. It is recommended that Cumulative Records should be used by all schools with a view to eliminating progressively the annual promotion examination. Promotion from class to class will ultimately be made on the strength of the Cumulative Records. The seminar hopes that at some date in the not distant future the final assessment of a pupil based on his all round progress, as indicated in his cumulative record, may obviate the necessity of an external examination, It recommends that even at the present stage a few select schools may be accorded the privilege of awarding the final certificate at the end of the School Course, without the necessity of presenting their pupils at the external examination. This privilege should not, however, preclude any candidate of such schools from appearing at the external examination, should he so desire. The selection of such schools should be made by the State Department of Education in consultation with the University, the Board of Secondary and Technical Education and the Public Service Commission of the State concerned.
4. It is also recommended that the State Boards of Education
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should take immediate steps to prepare and standardise achievement tests in the different school subjects Wherever such achievement tests are available, schools should be required to use these as far as pos- sible in assessing the performance.of their pupils in various subjects
5. As long as the final external examination continues, the pupil who completes the school course and takes the examination will get a certificate awarded by the examining authority. The form of the certificate should be so devised that it includes besides the results of the public examination, the details of the school progress report based on the Cumulative Record.
The Seminar considered the question of giving weightage to the school records for determining the results of the candidates at the final examination. It does not accept the recommendation of the Secondary Education Commission in this respect.
It is recommended that, as an initial measure, 20 per cent of the total number of marks in each subject should be allotted to the assessment of the candidate's performance as given in his school records.
We are strongly of the opinion that State Boards of Education and other examining authorities should give effect to the above recommendation as early as possible. We are further of the opinion that the percentage ear-marked for school performance should be successively increased in the future in the light of experience, gained in this connection. It is possible that the records of the school may not be very reliable It is also true that without a proper supervision, standards will vary from institution to institution To guard against these dangers, practical methods of scaling the scores obtained in school records will have to be devised by research units attached to the Boards of Secondary Education. It is expected that as the standards of the different schools get stabilised, this additional scaling work will be gradually diminished. We suggest that this modified form of final assessment based on the combination of an external examination and internal school records be first put into practice as a pilot project within a limited area in each State.
Recommendations on Achievement and Aptitude Tests In the opinion of the Seminar, a comprehensive Cumulative Record suitably maintained, should form the basis of an effective and practicable guidance programme. It is, however, absolutely necessary to supplement the information about a pupil contained in his Cumula- tive Record with the scores on suitably designed psychological tests, predictive of 'abilities and aptitudes to pursue different types of courses successfully. In this connection, it may be suggested that a series of tests more or less on the lines of differential Aptitudes. Tests published by the American Psychological Corporation be developed and validated under Indian conditions. Or the basic structure of test construction and validation may be that which is in vogue in Great Britain where Tests used for the purpose of allocation and classification are constructed on the basis of general and special abilities. The evidence obtained through these tests will, however, form only one of the several factors to be taken into account for the classification of pupils into various courses. The Cumulative Record will continue to constitute the basis for guidance.
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While the educational guidance programmed may be initiated on the basis of the Cumulative Record, it is essential to develop the necessary psychological tests and to train the requisite personnel in order to put guidance and allocation on a sound and scientific footing.
2. The Seminar is of the opinion that it would be necessary to have as far as possible a Counsellor for every Higher Secondary School. It recommends further that a Guidance Officer with the necessary staff and equipment be appointed on a regional basis in order to organize and develop counselling work in schools effectively.
3. The Seminar is of the opinion that whereas the guidance has to be given as indicated above at the end of class VIII, it is very desirable that information about the various aspects of the child's intellectual and emotional life should be collected from an earlier stage. As tar as practicable assessment of the pupil in regard to his general ability and scholastic attainment and their proper record in the Cumulative Record should start from the beginning of class VI, so that information about the child's development may be used for his guidance throughout his schooling.
4. The Seminar recommends the following :-
(a) Achievement tests for periodic and annual assessments should be teacher-made tests.
(b) In addition to teacher-made tests standardised tests will be required for comparing and maintaining school standards.
(c) Objective tests which are to be used as a part of the public examination need not be standardised. In order to improve these objective tests item - analysis and other analysis of the results of the examination papers should be carried out by the Bureau of Examination Research attached to the various State Boards of Education. This will result in gradual improvement of objective examinations from year to year.
5. While preparation of objective tests meant for the public examination should be the duty of the Bureau of examination research, the constructions of a standardised test could,be undertaken by other institutions possessing adequate personnel and equipment.
6. On the questions of relative weightage to be assigned to the essay type and objective type examinations when they are used in combination as instruments of evaluation ; the Seminar is of the view that equal weightage be given to them. This is, however, arbitrary. The exact proportion in which the marks should be allocated to the objective and the essay type examinations for final evaluation in a particular subject can be determined only by research and experi- mentation. At a later stage the question of a proper scaling of marks obtained on the two types of examinations may be taken up.
7. Regarding the training of personnel needed for the imple- mentation of the recommendations made above, the Seminar makes the following recommendations:
(a) In-service short term courses in the construction and administration of objective type examinations should be organised on a State level.
(b) The Syllabi in Training Colleges and University Departments of Education be reorganised so as to include a compul-
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sory course in the construction and administration of objective tests.
(c) A one-year course in the construction and standardisation of psychological and educational tests and in techniques of educational and vocational guidance should be arranged for trained graduate teachers in suitable institutions including post-graduate Training Colleges.
Recommendations on Administration and Action Research 1. We recommend that in each State the Board of Education of the type suggested by the Secondary Education Commission, should set up a Committee with a Bureau attached to it for the constant appraisal and review of tests and other instrument and procedures of evaluation. We envisage that the work of the Committee and of the Bureau shall be in the nature of action research. The Bureau shall also concern itself with the preparation of suitable tests and procedures of evaluation, and work as a standing advisory body to assist in the proper implementation of improved procedures. It should in the light of constant evaluation of such procedures, suggest lines along which further improvements may be effected. We recommend further that the Bureau of Examination Research should work, as far as possible, in very close collaboration with Training Colleges, University Departments of Education and other institutions in the State engaged in similar research. The training colleges and other institutions concerned should be encouraged to participate in this work by financing them adequately and by giving them such) other facilities as may be necessary.
2. The work of the Bureau shall include, among other things :
(i) The study and investigation of problems connected with tests and procedures of evaluation used at all stages of Secondary Education including the internal examinations as well as the public examination.
(ii) The preparation of suitable examination papers which may with refinement attain the status of standardised achievement tests for the different subjects for use at the final examination.
(iii) The preparation of manuals containing detailed instructions for the administration and scoring of the tests and interpretation of the results.
(iv) The preparation of manuals containing detailed instructions for drawing tip questions of the easy-type in the different subjects, with a view to reducing to the minimum such defects as subjectivity, lack of comprehensiveness and vagueness. The manuals should contain examples of good essay-type questions for the guidance of the paver setters and instructions for making and grading candidates on the basis of their performance.
(v) A scientific study of the problem of converting marks into grades and of combining the grades earned on the essay-type questions with the scores on the objective tests.