Proposed Examination Reforms

I’m not holding my breath, but this article has raised my hopes just a little bit:

Colleges and universities may soon adopt continuous comprehensive evaluation, a method that shifts focus from only annual or semester-level summative assessment system.
The suggestion has come from higher education regulator University Grants Commission (UGC) amid the increasing dependence on technology for education delivery in the current pandemic environment. Assessment at several intervals during and after achievement of learning outcomes specified for every module is needed as blended learning is gaining ground, UGC said in a draft proposal shared with higher educational institutions.

https://www.livemint.com/education/news/ugc-bats-for-reforms-in-exams-with-a-focus-on-continuous-evaluation-11621798197326.html

I’ve said it before, and I’ll say it again: everybody associated with academia in India knows how broken, pointless and screwed-up examinations are, but nobody wants to do anything about it. And the most often quoted reason is R Madhavan in 3 Idiots going “Abba nahi manenge”.

Abba being the UGC.

But now, hallelujah, the UGC is talking about open book examinations and on-demand examinations. This was a “tears in my eyes moment“:

Open book exams is the “right way to move away from the conventional approach of exam where remembering and reproducing is prime”, UGC said. “In real functioning beyond formal education, life is all about open book examination. Hence, in higher education, we must prepare students for work life by making them acquainted with open book examinations. It will also facilitate better understanding and application of knowledge,” UGC said, citing an internal committee report.

https://www.livemint.com/education/news/ugc-bats-for-reforms-in-exams-with-a-focus-on-continuous-evaluation-11621798197326.html

There is still a world of pain that awaits those of us who are in academia. The inertia associated with the old system will take years1 to overcome, and it will be a long, unpleasant journey.

More, we will run up against capacity constraints, because shifting away from the “State in brief” questions to having students think critically will require the changing of multiple mindsets, along with intensive training of faculty in all universities.

And even if some universities were to adopt this whole-heartedly, one unintended consequence will be the exacerbation of already ridiculously high inequality. The inequality I speak of is in terms of access to quality higher education, of course. Better colleges and universities will get better still, and while that is desirable for the students who are lucky enough to get into them, it doesn’t bode well for equitable educational outcomes across the country.

But even so, the very fact that this is even being discussed in the first place is a welcome move.


The one thing that gives me hope is something that is discussed almost as an after-thought in the article: e-portfolios.

An electronic porfolio (e-portfolio) is a purposeful collection of sample student work, demonstrations, and artifacts that showcase student’s learning progression, achievement, and evidence of what students can do. The collection can include essays and papers (text-based), blog, multimedia (recordings of demonstrations, interviews, presentations, etc.), graphic.

https://teaching.berkeley.edu/resources/assessment-and-evaluation/design-assessment/e-portfolio

This blog, for example, is my “e-portfolio”. I pay around ten to twelve thousand rupees every year to maintain this blog, but one can of course start a blog for free. Or a YouTube channel, or an Instagram page or absolutely anything else you like.

In an ideal world, e-portfolios (and could we come up with e better name for it, please?) are solely the responsibility of the student. They can be in any language. They can be nurtured over time, for years together. Cultivating your e-portfolio needn’t cost money, in other words, and popularizing your e-portfolio is a life-skill worth developing in its own right.

Most importantly, developing one requires just a smartphone. Yes, this is still a challenge for large parts of our country, but I would argue that a learning system that revolves around the development of an e-portfolio is more efficient, cheaper and easier than even a perfectly reformed examination system.


Bottomline: marks, examinations and degrees are overrated. Doing the work, and sharing your work in the public domain is underrated.


Here’s a blogpost from last year about conducting examinations during these crazy times, and here are all the posts I have written about higher education on EFE.

  1. And if I am to be cynical, which is almost always the case, I’ll say decades[]

India: Links for 10th June, 2019

  1. How does the Reserve Bank of India aim to spread awareness about key topics to as many people as possible across the entire country. It uses a concept called Financial Literacy Week, among other things. Posters and leaflets will be circulated to rural banks, and a mass media campaign will be carried out throughout June (on Doordarshan and All India Radio) – this time, with a specific target in mind: farmers. (Via Mostly Economics)
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  2. “In the circumstances, measures that can minimise wastage and increase the local holding capacity of farmers so as to stagger supply release can be an area of engagement to increase farm incomes. In many respects, this may perhaps be the most promising medium-term intervention to increase farm incomes.”
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    Gulzar Natarajan asks how farm incomes can be increased. He suggests a way to increase storage capacity and improve it over time. Completely agreed – but I’ll reiterate (and I think he’ll agree), the best way to have farm incomes go up is to have lesser people be engaged in agriculture.
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  3. Anantha Nageswaran comes up with a thoroughly delectable set of links about “advice” for the new government in India. Each of the links is well worth reading. In fact, I would recommend that an hour going through these links is well worth your time.
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  4. “Agriculture is a like any other business—the farmer needs the freedom to enter into contracts, use it to raise credit, tie up insurance, seek advisory and inputs to get a fair return on his land. The instrument for this is contract farming—whether individually or in a group backed by a regulatory mechanism. Paracetamol policies like loan waivers have detained the modernisation of agriculture, resulting in poor output from a large mass of precious land and half the workforce. ”
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    This actually is one of the links in 3. above, but it is too good to not share in it’s own right. As Prof. Nageswaran says, full marks!
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  5. “The GLP was initiated in August 2018 through a partnership between Pratham and the Uttar Pradesh Basic Education Department and sought to target all primary school children in UP. There were three aims: (i) significantly improve their learning levels in basic reading and arithmetic, (ii) introduce and sustain innovative teaching-learning practices in schools, and (iii) build monitoring, mentoring, and academic support capacity at block and district levels. After some delays, by January 2019, the programme reached classrooms across all 75 districts.”
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    Read, and hope. The most encouraging thing I have read in 2019.