A TYPICAL REPLY TO OUR QUESTIONNAIRE
National Council of Educational Research and Training New Delhi 16
January 1971
QUESTIONNAIRE ON EXAMINATION REFORM 1. Yes.
2. At the end of VII Class besides S.S.C.
3. Internal assessment can be utilized as a tool for the purpose of assessing individual's progress' and maintenance of cumulative records of pupils. Weightage should be given for objective internal assessment also. Yes, it is a much better form of evaluation than a written examination provided it is done objectively. Yet written examination cannot be entirely given up. It must be a part also.
4. Malpractices adopted before the commencement of the exa- mination.
(1) Pupils
(a) Trying to procure the expected or anticipated questions through various sources.
(b) Writing out the answers on slips of papers of the expected questions.
(c) Preparing the answers for anticipated questions on additional sheets stealthily secured from the examination Centre.
(d) Keeping written slips of the expected answers in their pockets, in their shoes, in the geometry boxes, sleeves, etc.
(e) Writing the answers on limbs, palms, thighs, and other parts of the body.
(f) Writing the answers on pads in an invisible script.
(g) Conspiring with their friends to throw paper balls containing answers, shouting the answers from outside arranging loud speakers giving out answers.
(h) Threatening the lives of the invigilators, binding the invigilators.
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(i) Preparation to carry knives and daggers, chilli Powder in their pockets with an intention to make use of in emergency.
(j) Detaching the papers of the expected questions from the textbooks with an intention to carry them to the examination hall.
(k) Conspiring with the invigilators to assist them in the examination hall to the maximum extent.
(l) Drawing maps, diagrams, writing formulae,technical words etc.., on walls and desks.
(2) Teachers
(a) Teachers prepare the answers to the questions brought by the pupils and thus encourage them in malpractices.
(b) They accept other types of presentations, promising the pupils to help them in the examination hall.
(c) Teachers leak out question papers sometimes misguiding the pupils with an imaginary question paper.
(d) Give hopes to the pupils that they would be the invigilators, thus violating many a time official secret Act.
(f) Teachers take initiative to help their wards who are having special coaching under them by getting themselves appointed as invigilators, in that particular centre where his wards write the examination.
(g) Teachers supply additional answer sheets to the pupils in excess with an intention to encourage them to write the answers at home.
(3) Parents:
(a) Canvass the invigilators to help their children in the examination hall.
(b) Encourage short cut methods in allowing their children to secure question papers both from reliable and unreliable sources.
(c) Certain parents try to find out the names of paper setters, invigilators, examiners, etc., so as to help their children in the examination and thus giving them a wrong lead for malpractices.
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(d) Parents influence the persons at various levels of examination.
(4) For minimising malpractices at the student level, the following preventive measures are suggested:
(a) Proper precautions are to be taken to keep the question papers strictly confidential.
(b) A thorough check of the pupils before they enter the examination hall and prevention of any written matter or manuscript paper to be carried into the halls.
(c) Proper check and supervision should prevail over the distribution of additional sheets and room wise accounts of additional sheets are to be maintained. Additional sheets should be supplied over at a time and the students should note the subject and the Roll No. immediately. The Chief Superintendent should maintain a correct account of the additional sheets.
(d) If any written matter is detected on any part of the body, the pupils should be sent out of the examination hall besides suitable punishment to be inflicted later.
(e) Hundred yards around the examination centre should be enclosed as a prohibited area. Strict vigilance by the police is desirable.
(f) Give wide publicity regarding drastic measures to be adopted in cases when the students are found carrying knives, daggers, etc.
(g) Frequent shift of invigilators from room to room during the examination. Proper care in the selection of invigilators is to be taken. Such of the invigilators who are found conspiring with the students should be severely dealt with.
(h) Getting the school building white washed before the commencement of the examination and not to allow the students to enter the examination hall except for writing the examination.
Teachers
(a) Teachers should be advised to discourage undesi- rable methods adopted by the students while prep- aring for
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the examination. They could guide the students, but not encourage malpractices in examination.
(b) Such of those invigilators, who are found violat- ing official secret Act, should be immediately reported to the District Educational Officer by the Chief Superintendent and disciplinary action should be taken against them, as an experimental measure.
(c) Invigilators could also be appointed from persons other than the teaching community to facilitate judicious supervision.
(d) Already discussed under C under the item pupils in question 4.
Parents
(a) As the invigilators would be drawn from other department also, this could be prevented to some extent.
(b) Parents should be advised to exercise careful supervision over the studies of their children, rather than adopt short cut methods in the eleventh hour.
(c) This is being reduced to a greater extent by means of spot evaluation where there is very little scope for such malpractice.
5. Malpractices practised during the conduct of the examination.
(1) Copying from slips of paper,
Copying from slips of textbooks,
Copying from slips of neighbours answer books,
Copying from slips of other sources.
(2) Copying with the help of external agencies such as teachers, peons, watermen, parents and through other members engaged in the examination work.
(3) Copying from paper balls received from outside.
(4) Writing the answers received from outside agencies such as loud speakers, shoutings, etc.
(5) Copying the objective type of answers by means of code language or gestures,
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(6) Writing the answer with the help of invigilators, teachers and Chief Superintendent.
(7) Exchanging answer scripts with their friends.
(8) Under the pretext of easing oneself, the students look into the textbooks or paper slips and gather information. Near the urinals boys meet each other and exchange the answers.
(9) Exchanging question papers on which answers are written.
(10) Sending the question paper out immediately after Me distribution of question paper, consequently answers are dictated by others from outside.
(11) Due to improper seating arrangements, the candida- tes being in close proximity to each other copying is unavoidable.
(12) The teacher writes the answers on the Black board and the students copy them in toto.
(13) Mass copying is attempted with the help of teachers.
(14) Threatening the invigilators with dagger and kniv- es both inside and outside the examination hall for purpose of copying.
(15) Connivance at the copying by the invigilator.
(16) Insertion of additional sheets on which answers are written at home.
6. To some extent as in other fields.
7. Yes. I think it would help.
8. After the introduction of spot evaluation, malpra- ctices of certain types after the examin-ation have been reduced to some extent.
9. Yes, undoubtedly.
10. Yes.
11. Malpractices in practical examination in science and professional subjects are comparatively more than in written examinations.
(a) Frequent change of examiners from one univ- ersity area to another university areas.
12. Yes. Internal assessment should not be utilized for declar-
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ing results in the public examination. However, a credit certificate for the internal assessment made during the course of study may be issued to all the candidates by the school authorities.
13. Yes. When there is disturbance in a place it is reflected in public examination centres though not related to malpractices at the centre.
14. No.
15. Does not arise.
16. Does not arise.
17. There may be procedural difficulties. If autonomy is grant- ed to the colleges in respect of examination thoughtful planning of the examination scheme is quite essential. The American system of conducting examinations through internal assessment procedures may be thoroughly studied and implemented in a judicious manner. This aspect is yet to be thought of seriously.
18. Autonomy should be granted duly to a few well-established colleges as an experimental measure. Only such of those colleges ful- filling the rules laid down for autonomy should be declared autonomous in respect of examination which gives no scope for protest by other colleges. Rules will have to be framed very carefully.
19. Not necessarily.
20. Does not arise.
21. Yes, but this will not entirely rule out the malpractices of examination at this level.
22. No.
23. No.
24. No.
25. Yes,
26. Yes. Taking Era the question of numbers in the past, the tool number of students appearing for different examinations, even including the SSLC or its equivalent, was of manageable proportions. Arrangements could be made with greater ease, and the precautionary steps taken at all stages of examination right from the selection of examiners to the declaration of results could be planned and taken without much difficulty. Similar was the case at the examination centres where also the numbers were reasonable. The problem,
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therefore, could be easily tackled. But now it is all changed. The number of students appearing for degree or pre-degree level runs to thousands and those for the secondary or higher secondary to tens of thousands if not lakhs. Naturally at all stages of conduct of exa- initiation, things have become complicated. Number of question papers to be printed is large requiring thereby a large number of presses to do the printing. Examination centres have to be notified, invigilators have to be got in larger numbers. At the centre, if any precaution is to be taken, it becomes very difficult. For instance, it is humanly impossible to check the person of each and every can- didate at the examination centre to find out if lie is hiding some- thing for which the students will have to be asked to come an hour or so earlier. The very numbers taking examination at a centre gives the students the strength to do as they liked. The impact of the number at the time of evaluation, tabulation and announcement of results is equally apparent. Unfortunately, for administration this increase in numbers has not been accompanied by any corresponding increase in the efficiency of those entrusted with the task of conducting the examination. The harsh reality of the problem is that there is no scope for reducing the numbers and whatever we devise should take full cognizance of the fact that this will continue in an ever increasing measure.
27. There was trouble during the Telangana agitation.
28. Not necessarily.
29. Not very frequent/No.
30. No.
31. No.
32. Does not arise.
33. Yes, adequate.
34. To the extent possible control is being exercised.
35. Does not necessarily follow. Besides, their will be no uni- formity.
30 Yes.
37. Spot evaluation is being conducted effectively and results are published in time. While this has removed some defects it has not eliminated the entire fabric of malpractices.
38. To some extent.
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39. The general attitude of the students must change by proper coaching and inducement.
40. Yes.
41. There must be sufficient interval of say 4 weeks, 6-8 weeks is definitely too long.
42. While this is really good, in practice it will not be possible.
43. Consequential measures to be adopted.
(1) Period and time of vacation to be the same throughout the state for all schools.
(2) Restricting transfer of teachers specially during the academic year.
(3) Textbooks should be made available to the pupils even before the reopening of schools for starting the lessons in time.
44. No.
45. Does not arise.
46. Does not arise.
47. Yes, provided the number of grades is adequate enough, to make them fairly sensitive. Grading can be thought of only if it is adopted by all authorities in the country. Otherwise it leads to difficulties in question. In fact, the, trend seems to be towards giving upgrading and adopt marking.
48. A rating scale may be adopted, introducting 4 grades, each being made sensitive as follows:
A+, A, A-, B+ B, B-& so on for C & D as well.
49. Yes.
50. No. This is necessarily.
51. No. The one public examination with internal assessment should be enough.
52. Does not arise.
53. Yes.
54. Not necessary provided this is given due thought.
55. Yes.
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56. & 57. Although the answer to Q. 55 is in the affirmative, uniform rules of condonation may still be framed and such a procedure can be consistent with the proposed reform in examinations giving due weightage to internal assessment.
58. Yes.
59. The suggestion is acceptable.
60. Yes. 2 papers a day, but students are not likely to accept this.
61. Yes, about 10 days at the most.
62. No.
63. No.
64. Not a very large number, but a fairly good number.
65. We feel that the ratio among the essay, objective and prob- lem oriented types should be 1 : 1 : 2.
66. Yes.
67. One month.
68. Yes.
69. Yes.
70. No. A model question paper may be set and made avail- able to the colleges and schools for their remarks and for further im- provement.
71. Does not arise.
72. Yes.