There has been an uproar around the world regarding the evaluation of students. It has been considered for a long time that what method of examination should be adopted, so that the students do not create mental stress and they also have the urge to learn the syllabus. Many experts have been opposing the examination method itself. Keeping all these aspects in mind, the Board of Education has been considering the methods of examination.
Other public-private universities are likely to appear in the entrance exams to be held in central universities in the coming years. In such a situation, will there really be a need for a board made for school examination in the country? The resources that go into conducting board exams can be used to recruit teachers and improve classroom structure at the school level. The school itself should be given autonomy to evaluate the students. A separate eligibility test like ILTS may be held for certification for students who wish to move out of the country.
Constant efforts should be made to change the examination pattern. In 1993, a committee headed by Professor Yashpal, ‘Education without burden’ had also talked about changing the examination system of school education. National Education Policy-2020 also recommends to change the present form of board examination. The Right to Education Act-2009 had a provision for continuous education evaluation.
Although this law was made only till class VIII, but in this, teachers regularly got to know which student in their class had difficulty learning which concepts and teachers could help that student in time. But the Continuous Learning Assessment was dropped due to protests from a section of teachers. In Asia-Africa countries, the influence of management principles in the education system is increasing and more emphasis is being laid on the examination/evaluation process than on the process of learning, recruitment of teachers. Instead of logical thinking, emphasis is being seen on multiple choice questions.