 APPENDIX G
'EXAMINATIONS' COMMITTEE REPORT

Report of the 'Examinations' Committee of the Central Advisory Board of Education held at New Delhi, on the 23rd and 24th October, 1942.

The Committee of the Central Advisory Board of Education appointed to define the precise scope of the enquiry to be undertaken on 'Examinations' met at 19, Akbar Road, the residence of the Hon'ble Sir Maurice Gwyer on Thursday, the 2nd April. 1942, at 10 A. M. The Committee, in accordance with the power given to them by the Board, decided to co-opt the following members: -

1. Khan Bahadur Mian M. Afzal Husain, M.Sc., M.A. (Cantab.), I.A.S., Vice-Chancellor, University of the Punjab.

2. Rajakaryapravina Mr. N. S. Subba, Rao, M.A. (Cantab.), Bar. at-Law. Head of the Department of Economics, Allahabad University.

3. Dr G. G. R. Hunter, M.A., D.Phil. (Oxon.), F.R.A.I., I.E.S., Director of -Public; instruction, Central Provinces.

They further decided to confine the first part of the enquiry to the following questions:

(i) At what stages, in the educational system are external examinations necessary and to what extent can the present number be reduced without impairing educational efficiency?

(ii) What is the minimum number of internal examinations necessary and at what stages can such examinations be most profitably introduced?

(iii) What steps can be undertaken to make examinations (both external and internal) more conducive to the all-round mental development of the scholar?

2. The Committee, as finally constituted, met on the 23rd and 24th of October, in Committee Room 'A' North Block, Imperial Secretariat Buildings, New Delhi. The meeting wag presided over by the Hon'ble Sir Maurice Gwyer and the following other members were present :-

(2) Dr. P. N. Banerjea, M.A., D.Sc., Bar.-at-Law, M.L.A.

(3) Srimati Renuka Ray, B.Sc., (Econ.), London,

(4) John Sargent, Esquire, C.I.E., M.A., Educational Commissioner with the Government of India.

(5) Rajakaryapravina Mr. N. S. Subba Rao, M.A. (Cantab.), Bar-at-Law, Head of the Department of Economics, Allahabad University.

(6) Dr, Sir Zia-ud-Din Ahmad, C.I.E., Ph.D., D.Sc., M.L.A., Vice-Chancellor, Aligarh Muslim University.

3. Khan Bahadur Mian M . Afzal Husain and Dr. G, G. R. Hunter were unable to be present.

Dr. D. M. Sen, M.A. Ph.D. (Lond.), Secretary, Central Advisory Board of Education, acted as the secretary of this Committee.

4. The agenda and the other papers circulated with it to the members are set out in the Annexure.

5. In considering the part which external examinations should play in the educational system, the Committee feel it necessary to keep two fundamental factors always in mind. The first is that both the Aim and the technique of external examinations as at present conducted have been subjected to serious and valid criticism in recent years but in spite of this a new system which can be accepted as generally satisfactory has not yet been evolved, The second is that an examination of some kind or other whatever its imperfections is the only means of testing the attainments and assessing the progress of pupils, particularly when it is a question of dealing with large number. In view of these factors the Committee have no alternative but to agree to the, retention of external examinations at the end of certain stages of education but they wish to record their emphatic opinion that the number of such examinations should be reduced to the minimum, especially during the earlier stages of education and that in all cases an examination should be regarded as the servant and not the master of the curriculum. This caveat is particularly necessary in India where schools

as a rule tend to be greatly over-examined and where the cramping effects of the examination syllabus on experiment and initiative are only too frequently apparent.

6. In the light of the above considerations the Committee do not favour any general external examinations at the end of the primary, stage and they cannot accept as a valid Muse for doing what in their opinion is definitely uneducational the argument that in the absence of an adequate inspectorate, examinations are necessary to keep teachers up to the mark. As, however, the places in the post- primary schools are limited, the Committee recognise the necessity for a selection best at the end of this stage, e.g., for the age-groups between 10 and 12 so as to enable suitable pupils to be chosen for admission to the higher stages of education.

7. In view of the tender age of the examinees and the serious effect which success or failure in this test may have on their future career its character requires the most careful consideration. It may be agreed that capacity and promise rather than attainment should be its main objective and that standardised psychological tests as well as the most modern psychological technique will have to be employed in designing it. Since there is always the risk that children of real ability at this age may fail to do themselves justice at an examina- tion, however skilfully devised full weight should be given to the candidate's school record in making the final election. The Committee are of opinion that in the public system of education the selection at this stage of pupils for higher education will become so important that the best means of doing it should receive the same expert consideration in India as it has been receiving for some time past in western countries. There should also be another test for pupils of 14+, so that the "Late Developers" may not be barred from facilities of higher education.

8. On general grounds the argument against external examinations at the primary stage applies also at the middle stage where there should be a variety of courses suited to the individual needs of the pupils in relation to their immediate environment.. A further argument lies in the fact that there are serious difficulties in the way of conducting an external examination of a large number of pupils in those practical subjects which ought to be the basis of the curriculum in the Middle or Senior Basic School. The introduction of an external examination will be bound in the Committee's opinion to divert these schools from their proper objective-and to deprive their teachers of freedom to experiment. The Committee appreciate that in the case of Anglo-Vernacular Middle Schools which do not form part of High Schools the practical difficulties in the way of conducting an external examination will be much smaller. Apart, however, from such special tests as may be required for admission to High schools the Committee do not regard an external examination in this case either as necessary or desirable. Any demand on the part of parents or prospective employers for a leaving certificate for pupils who finish their full-time education at the middle stage should be met by the issue of a certificate based on a balanced assessment of character and progress throughout the later stages of the school career rather than. an isolated performance at a mass examination.

9. In regard to the high school stage the Committee are unanimous that there should be only one external examination. This should take place at the end of this- stage and should be called the High School Certificate Examination. The Committee endorse in this connection the recommendations of the Joint Committee set up by the Central Advisory Board of Education and Inter-University Board,

"The Committee considered it desirable on -educational, economic and administrative grounds that there should be only one examination at the end of the high school stage and that this examination should be of such a character as to suit those pupils who will enter employment on leaving school as well as those who intend to proceed to a University. The Committee were in general agreement that the object of this examination would be to provide a qualifying test for admitting students to their further courses of studies as well as a test of the work done in the schools. The Committee, therefore came to the conclusion that an examination with only a limited range of subjects, e.g., Languages, classical and modern, History, Geography, Mathematics and Science, cannot satisfy the reasonable requirements both of pupils who will proceed to a University and of those who will enter a profession at the end of their school career.

"The Committee next considered what should be the minimum contents of an examination designed with the two-fold purpose of testing (1) the satisfactory completion of a course suited to the requirements of those who will pass directly from high schools to occupation of various kinds -and (2) the suitability of those who desire admission to a University or an equivalent course of study. Opinion was general that it was desirable to prescribe a uniform range of subjects both for the School Leaving and the Matriculation and that the regulations should be so framed as to encourage some degree of specialisation towards the end of the high school stage."

10. The Committee gave specially careful consideration to the function of external examinations at the University stage. They found themselves strongly in favour of the three-year degree course as recently adopted by the Delhi University, because in their opinion it is the obvious way of achieving two highly desirable objects: it will at once raise the general standards in High Schools and at the same time relieve Universities of a mass of immature students who should still be at school. The Committee recommend only one external examination to be held at the end of the three-year degree course. "They realise however that so long as some Universities retain Intermediate courses some form of external examination may be necessary at the end of the first year of the 3 years degree course for those pupils who may desire to transfer to such Universities and recommend that this aspect of the matter should be the, subject of Inter University discussion. They also considered sympathetically a suggestion that so long as English remains the medium of

instruction at Indian Universities students should be required to pass a qualifying test in English as evidence that they were not incapable of understanding what they were being taught. It was however, recognised that there would be Universities where in the near future it might not be possible to adopt the three-year degree course and the current practice of four-year degree course would have to be continued. In these cases the Committee accept the necessity for the retention of two external examination viz., Intermediate and Final, as at present.

11. The Committee next proceeded to consider the question of internal examinations at the different stages of school education. Opinion was general that here also there should be is few of these as possible. Internal examinations in the middle of the school year should be eliminated. At the roost there should be one internal examination at the end of each year of the primary course. This should be a simple test supplemented and, if necessary moderated by the teachers opinion and the school record of the individual pupil. Class promotion at, this stage should be determined more by the general performance throughout the year than by a single examination result.

12. In the middle stage also there should be similar annual tests supplemented in the same way by the teacher's opinion and the pupil's record. At the end of the middle course, however, as recorded above there should be no external examination, though there may be a comprehensive internal assessment of the work done by the pupil. The Committee also agree that in a high school there should only be an internal test at the end of each academic year to measure the progress of the pupils' during the year. The Committee are of opinion -that be determined at this stage also by the general performance one examination result. The Committee recommend special class promotion. The Committee have is far from satisfactory and they feel said in favour of grading by age groups particularly in the that classification according to age group would only be possible in an area where compulsion has come into force and the mentally and physically handicapped have been separately provided for.

13. At the University stage also the Committee recommend that there should be only one internal examination at the end of each year. While the need for some stimulus of this kind is admitted the Committee deprecate the retention of students in the same class for a second year except in very special circumstances. The ordinary discipline of the University or college should be adequate to secure that student apply themselves to their studies with sufficient diligence and the matriculation. test should eliminate those who are incapable of proceeding to the degree stage at the normal pace The Committee feel that students at the college stage should be left as free as possible to work according to the plan which they themselves may make in consultation with their tutors.

III.

14. The Committee finally turned their -attention to the steps that should be taken to make examinations, whether internal or external, more conducive to the all-round. mental development of the scholar. The Committee appreciate that this question is connected with that of examination technique about which they have asked the Educational Commissioner to collect information from other countries; and they feel that it will be sufficient at this stage i they make some very general recommendations. Nearly all examinations have a double function; retrospective in so far as they aim,at assessing the candidates previous achievement, prospective, in so far as they estimate his fitness to benefit by further education or to enter some particular employment. The relative importance of these functions naturally varies at different stages . For instance, selective examinations for entrance be a High School or University stage are mainly prospective; whereas in a 'leaving' examination at the end of the middle or high school stage the purpose becomes largely retrospective. If the object of the examination is clear in the mind of the examiner the strain on the examinee will be reduced and the chances of a fair result increased. The Committee also realise that the fact that in the higher stages of education students are not only taught but are also examined in what is a foreign language constitutes a further strain and they suggest that the question whether examinees should not be given the option of answering examination questions, in their mother tongue merits further - consideration.

15. It is suggested that all examinations, internal as well as external, should wherever possible be held-at the end of the cold season. The Committee also recommend that the length of any examination for children of primary school age should not extend beyond two days and that the papers set should be short. Examinations in the middle stage should not last more than four days and as far as possible there should be no gap between the days of examination. The length of the external examination at the high school stage will be- very largely determined by the number of subjects that a candidate offers; internal tests should be as simple as possible. As regards the duration of the external examination the Committee think that the programme should be so arranged an to enable a candidate to complete his examination within a week.

16. At the University stage the Committee consider it reasonable that to test the attainment of a candidate in an Honours course there should be eight to ten papers of three hours each. Even at this stage gaps in between examination days are clearly undesirable. For post- graduate degrees which are not awarded on these, the Committee consider only one examination necessary at the end of the course, the number and length of the papers being the same is that of the Honours Course.

17. The Committee's main conclusions and recommendations may be summarised as follows:

(1) That the number of external examinations which may be necessary to retain at the end of certain stages of education should be reduced to a minimum. In all cases an examination should be regarded as the servant and not the matter of the curriculum.

(2) That there should not be any external examination at the end of the primary stage but there may be a selection teat at the end of this stage, e.g., for the age-groups between 10 and 12 so as to enable suitable pupils to be chosen for admission to the higher stages of education

(3) That there should be another test for pupils of 14+, so that the "Late Developers" may not be debarred from facilities of higher education.

(4) That apart form such a special tests an may be required for admission to high schools, external examination at the end of anglo- vernacular middle school stage is neither necessary nor desirable. Any demand for a leaving certificate should be met by the issue of one based on a balanced assessment of character and progress throughout the later stages of the school career.

(5) That at the end of the high school stage there should be only one external examination to be called the High School Certificate Examination.

(6) That there should be three-year degree course as recently adopted by the Delhi University and only one external examination at the end of this course.

(7) That in the event of some universities retaining the Intermediate courses, two external examinations, Intermediate and Final, will be necessary. But for students desiring transfer to universities with three years degree course, some external examination may be necessary at the end of the first year of the course. This aspect of the matter should be the subject of Inter-University discussion.

(8) That the class promotion at the primary Stage should be determined more by the general performance throughout the year than by a single examination result which should be given only once a year at the end of each year of the course.

(9) That like-wise in the middle and high stages, there should be only annual tests supplemented by the teacher's opinion and the pupil's record. In connection with class promotion Special consideration should be had for marginal cases.

(10) That in the university stage also there should be only one internal examination at the end of each year. No student should be retained in the same class for a second year except in very special circumstances.

(11)That owing to the fact that in the higher stages of education students are not only taught but are also examined through the medium of a foreign language, the strain on the examinees is great, the question whether the examinees should not be given the option of answering question papers in non-language subjects in their mother tongue merits further consideration.

(12) That all examinations internal as well as external should wherever possible be held at the end of the cold season.

(13) That the length of any examination for children of primary school age should not extend beyond two days and the papers set should be short; for middle stage it should not take more than four days. There should be no gap between the days of the examinations.

APPENDIX G 'EXAMINATIONS' COMMITTEE REPORT