In India I have noticed that in northern part of the country students get less marks in their exams than south. Students' performance in exams depends on the regional traits/examiner's mood. In practical examss "favouretism" also play a very signifint role. Why this strict/liberal/generous marking in theory or practicals exams?
Who is to be blamed for students' answer sheet evaluation standards?
Definitely No. By marks we judge information given to the student not his absorbed knowledge. The difference is clear: application of information in real life situations and decision making is knowledge.
In my opinion, students should have exams that can be marked in a more objective way. The problem of "favouretism" really exists all over the world, but teachers should be responsible to implement and use techniques to diminish subjectivity in evaluating students.
Definitely No. By marks we judge information given to the student not his absorbed knowledge. The difference is clear: application of information in real life situations and decision making is knowledge.
As we all know some students have inherently problems with being in an exam condition. These kind of students can not exhibit their true potential in exams because of stress and negative thoughts which reduce their efficiency, Unfortunately I am such a student. So in my opinion being evaluated in other ways such as homework, projects and presentations is more appropriate.
Absolutely none because obtaining the marks is an art and some how it also depend on your writing skill. Knowledge and command in a subject is different thing.
Jalal Moosavi nailed it on the head! No, exam scores are just regurgitated information not practical application in every day life.
Definitely the best possible way of evaluating the student is the CAT (continuous assessment test) instead of single exam, but having said that it should be objective and structured way.Also the student be involved in a thought process instead of just byhearting/memorizing the paragraphs and just "vomiting" it in the examinations.
Dear Prof. Ravi K. Sharma,
One can deduce only partly the knowledge from the marks. Marks are determined highly also by interests. There are many bright students (mainly males) who are not really interested in marks. Of course, this is person and situation dependent.
Dear Jalal,
I think that an experienced teacher is able to assess even the knowledge. There are subjects like ecology where the thinking ability and knowledge should be measured.
As has been said before, knwledge can be defined differently. I value the framework of concepts that a student brings to solving problems, creating, etc This is difficult to assess and definitely not assessed well by exams. I do however use exam like instruments to add to MY knowledge of a student's abilities because of what they do do a good job of - testing factual and procedural knowedge. And use various other ways of continuous assessment to guage conceptual knowledge. Someone siad earlier that assessment must be systematic. I actually don't always gree with that. A quantum of my assessment is NOT systematic. It is firmly ad-hoc, involving 'catching' the student demonstrating understanding in context. I use ALL measures of knowledge gain to build s complete a picture as I can of each student's ability. If they engage with e they have more chance of showing what they can do. If they don't they have less chance, limited by the formal aspects of assessment. The issue is therefore one of quality and quantity of information that I have about each student.
Most of the evaluation should be based on the behaviour and participation of the student in class. Formal evaluation needs to be applied as well. Most importantly, we must use this resource to evatuale the student's educational progress not as a reward, punishment or to incite competion among the group.
I know it's popular to bash quantitative evaluation with a final exam. I find that's it is IN PRETTY GOOD CORRELATION WITH KNOWLEDGE AND ABILITY. Top scoring students are rarely stupid and uninformed, and poorly scoring students are rarely exceptionally talented. THERE ARE EXCEPTIONS, and I had my share of those - but correlation always have exceptions.
I agree that multiple sampling reflects ability (knowledge+) better than a single test; but even that leaves room to specific difficulties with exams, for written language difficulties, etc. One of my most talented undergrad students did very badly in exams, but also have a general communication problem: he understands exceptionally well, an amazing worker, but a below average communicator.
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