Issues and Problems in Assessment
Assessment in education is essential for checking student learning. But there are several issues (concerns) and problems (difficulties) faced in Indian schools and exams. These mainly include:
1. Marking vs. Grading
Issue:
India mostly uses marking, where students get exact marks (e.g., 60/100). Grading (like A, B, C) is less common.
Problem:
Marking causes stress because students compete for high marks. Students focus more on marks than learning. Marks also do not always show a student’s true ability or understanding.
Grading can reduce stress and give a better overall idea of performance, but it is not widely used. This causes inequality, as students who do not score high marks feel demotivated.
2. Objectivity vs. Subjectivity
Issue:
Objective tests (e.g., multiple-choice) are fact-based and easy to score. Subjective tests (e.g., essays) depend on teacher judgment.
Problem:
Objective tests can only check memory and basic knowledge, not creativity or critical thinking.
Subjective tests can be biased if teachers mark unfairly or have different opinions. In India, many important exams rely on subjective answers, leading to unfairness and loss of confidence among students.
3. Close-ended vs. Open-ended Test Items
Issue:
Close-ended questions (with fixed answers) are common in Indian exams, while open-ended questions (where students write explanations) are less common.
Problem:
Close-ended questions encourage rote learning (memorizing without understanding). Students memorize facts to select correct options rather than thinking deeply.
Open-ended questions help develop creativity and critical thinking but are harder to mark and require more time and skill from teachers. Because of this, many exams avoid open-ended questions.
4. Neglect of Non-cognitive Aspects
Issue:
Most Indian assessments focus on academic knowledge and ignore non-cognitive skills like attitude, behavior, teamwork, creativity, emotional intelligence, and values.
Problem:
Students become good at exams but may lack social skills and emotional maturity. This creates students who know theory but struggle in real-life situations like teamwork or communication.
Ignoring these aspects leads to one-sided development, not preparing students fully for life and work.
5. Non-use of Diverse Methods for Diverse Learners
Issue:
Every student learns differently — some are good at reading, others at speaking or doing practical work. Indian assessment mostly relies on written exams.
Problem:
Written exams cannot measure all kinds of learning. Students with different talents or learning styles (like artistic, practical, or oral skills) get ignored or labeled “weak.”
Lack of varied assessment tools limits the chance to identify and nurture every student’s unique abilities.
Summary Table for Clarity
|
Issue |
Problem Caused |
|
Marking instead of
grading |
Increases competition
and stress; does not reflect overall ability. |
|
Objectivity vs. subjectivity |
Objective
tests miss creativity; subjective tests can be biased and unfair. |
|
Close-ended vs.
open-ended |
Close-ended questions
encourage rote learning; open-ended are difficult to assess but better for
thinking. |
|
Neglect of non-cognitive skills |
Students lack
social, emotional, and practical skills needed for real life. |
|
Limited assessment
methods |
Many students’ talents
remain undiscovered; written exams do not suit all learners. |
Conclusion
In India, the traditional assessment system faces many issues that cause real problems for students’ learning and development. To improve, schools should:
Use grading more than marks,
Balance objective and subjective tests,
Include more open-ended questions,
Assess non-cognitive skills
Use varied methods like projects, presentations, and oral tests.
This will help create a fairer, less stressful, and more effective education system that prepares students better for life.
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