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Comprehensive evaluation
Mali Nandakumar & V. Nandakumar
As an educator couple with close to five decades of combined experience in five different curricula — three national and two international — our attention was drawn to the thoughtful write-up “Comprehensive evaluation needed” (Open Page, November 25).
True, there have been attempts by various boards of education to bring more than academic performance into the documented individual records, be it the SSLC book of the yesteryears of Tamil Nadu or the more recent CCE (Continuous and Comprehensive Evaluation) scheme of CBSE.
In reality, the processes have got ritualised and evaluation is done in a fashion that barely indicates a thorough study, analysis and assessment of the student’s abilities and performance. In the case of one of us, the only non-academic entry of the SSLC book that was ever looked at/used was the front inside cover wherein the ‘age declaration form’ was pasted, duly signed by the parent. And this date of birth recorded, rather declared, there remained the official point of reference for all other major documents and records. So much for the comprehensiveness of the SSLC book!
There are many reasons for the current state of affairs. The first is the fact that there are no standard assessment systems and procedures across schools and boards of education.
Another reason is the unhealthy student teacher ratio that prevails in a majority of schools. Imagine the plight of a teacher who has to provide a comprehensive report on every one of about 50-60 students per section he/she handles. As a result, even if the school management insists on a report of the sort, teachers end up fulfilling a formality, merely engaging in a ritual which retains the form with the soul long gone missing.
Yet another reason why the current situation remains so is because our colleges do not insist on a clear set of skills required for the level of education that a student is about to enter into. A mere set of impressive numbers on paper seems to be the only requirement! The very fact that collegiate education, except in professional (should we say, professionally run?) institutions is nothing but an extended form of secondary and post secondary education is a matter that deserves further and exhaustive discussion.
What we need is a system of scientific study and assessment of every student’s effort and performance. Well defined performance criteria should determine the standard which students aim for. The knowledge, skill and the attitudes which the student is expected to develop are to be stated clearly. Teachers should be able to account for the evaluation of every aspect of the student under scrutiny.
While the ultimate objective of every school and system of education is the same (at least, on paper), why is it that the products of some systems of education are definitely better equipped to face the world more competently and confidently? If the assessment criteria are standardised across the state and country, and also implemented in the appropriate spirit and form, and stringent quality measures are involved, the real purpose of education will be achieved and evaluation will not only be comprehensive but also be a meaningful exercise.
More than the board of education or the system, it takes the collective will and coordination of the management and staff of schools to ensure effective implementation of such a comprehensive system of evaluating students.
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