 Hello, I welcome you all once again to my channel, Explore Education. I am Dr. Rajnissing, Assistant Professor, Department of Education. This is Kanna Galsugli College, University of Allahabad. And this time, I'm going to discuss with you all a very interesting topic that is examination reforms. And this time, I'm going to discuss the examination reforms in the light of various national curricular frameworks, which has been published in the India time to time, that is 1975, 1988, 2000, 2005, and the very latest, 2023. And the lecture will be in bilingual mode, and it must be useful for all the stakeholders of education. First of all, examination reforms need. Pariksha Pranali Mishudhar. Pariksha Pranali Mishudhar is such a topic that we have to read at every level, we have to know in primary education, we have to know in secondary, we have to know in higher. So, more or less, reform is the same, it is talked about in the same way, you can change it according to yourself, if you are asked in primary, then in secondary and in higher. So, in which secondary and higher, I think I have spoken, it was so, we will start from there, that what was the need of reforms? As many of the commissions committees of our education, what have they said on the examination? So, from the beginning, the first Indian University Commission 1902, expressed, that is, in 1902, the first Indian university, Vishwa Vidyalaya Ayog was made, what did he do? Express dissatisfaction. He did his dissatisfaction over the examination system, Pariksha Pranali, that is, today's problem is this, it is a few years old. And suggested drastic changes in the objectives of the examination. He said, he suggested drastic changes, that is, it is not about changing at all, that he changed in the objective of examination. The committee has painfully observed, that committee observed, this was a pre-examined, he saw, the greatest evil from which the university education system in India suffers, is that the teaching is sub-ordinated to the examination and not the examination to the teaching. That time, he said, he found, that this is the worst thing he found in the university education system, he found, that the teaching is sub-ordinated to the examination, the examination is lower than the examination. And what should be the examination teaching? The teaching is superior, the examination is inferior to it. But what was he saying? The examination was superior and the teaching was sub-ordinated to it. So, the Indian University Education, the Indian University Commission, came to power in 1902. Then, after the first completion of the first year of the year of the year, Radhakrishnan Commission, whose name is known as the University Education Commission, everyone knows, so I came to the 1940s, he submitted his report in 1904, he said, he has remarked, he has said that we are convinced that if we are to suggest any single reform in the university education, it would be that of examination. I mean, since I am a university student, he was made a commission to improve the system, to suggest himself, see what is the situation. So, he found that if he were to be told in one line, that any single reform in the university education system, he said, we will tell you the test, there were so many cases in the test. The Secondary Education Commission, which is also known as Mudali Rai Yogi, everyone knows, also recognized, he found that the test is lack of, means lack of, whose lack is it? It is not valid, it is not convinced, and it is not convinced. That is, the test should be valid, it is not convinced, and it should be convinced. This also comes to mind here. Then, the Secondary Education Commission, which is known as the Education Commission, submitted a very comprehensive report. And what did he say? What did he say? Which dealt with the importance of examination system reforms, remarked that in the present system, the future of the student is decided by a single examination at the end of the academic year, which is not good. He said that the reform in the examination system was very important, because he found that the future of the students, it does not matter that the examination will be taken at the end of the year, and the future of the students is right. It means, what are the reforms from here? So, there is one more thing to tell you, that in 1976, when the education has come in the concurrent list, that is, it has come to some point, when it was said that both the state and the centre will control the education, they will govern it, they will plan for it. Before that, it was a part of the state. Meaning, the state was governing it, there was no role in the centre. So, when this conversation was going on, it was the first national curriculum. That is why the word national came. Before that, the state was governing it, there was nothing about the nation. So, it was said that the NCRT was given that you should make a curricular framework. You should make the form of Patthya Charya, and in 1975, this first national curricular framework is coming to India. And what did it say? Similarly, it came in 1988, in 2000, in 2005, in 2012, in 2013. I have talked about the test, he has said everything about the curriculum. One very special thing, everyone is talking about the curricular framework work experience, that we have to give training to the students, we have to give hands-on training, we have to teach them some skills. Every curricular framework is talking about the minimum level of learning. And as we are moving forward, technology input is also coming. In the year of 2013, there are a lot of such things. So, the first one that came in 1975, what is it saying? See. We have only taken it in the context of examination reform, otherwise these are very big, very clean documents. It said that the evaluation should be done, because we want to study the examination reform in primary education. And if we have to take it from the school education of NCRT, then it will solve the problem of primary, secondary. So, they said that the evaluation should be done with a variety of tools and techniques. So, written tests, practical and oral tests, observation, rating, scale, etc. to measure different objectives and content in a variety of ways of testing and not just as a type. So, they are saying that you should do the evaluation in many ways. You have put tools and techniques in many ways, you have written tests, you have done some practical exams, you have done some oral tests, you have done some observations by looking at the child, you have done some rating scales, so that we can cover the objectives of content in a variety of ways. So, don't just ask a type, ask a short answer, ask a MCQ, etc. This is what the National Curricular Framework is saying in 1975. So, you will be able to understand that actually, these are part of the system. Now, we are going to ask a few questions. Then, evaluation should be at several points in time. Because, the Kothari Commission also said that if you take an exam for a year or two, you will be able to perform a child's future. It is possible that a child may not be able to perform a child's future well. There is a problem in her family, she is not feeling well, there is an emergency in her family. Before that, you haven't taken any exams for the whole year, you haven't kept any record data. So, it was suggested that you should take it at several points. It should not be a one-shot affair at the end of the six months or one year, because its purpose is to give immediate feedback to pupils and teachers that this matter is coming again and again. And this is also to pay attention that now, the examination is not done, but the evaluation is done. Because, the evaluation is in the broader term, it covers both the qualitative and quantitative aspects. So, it was said that a child's future is one-shot affair now. Don't do this once every six months or once every year. Why? Because, the objective is that we can give immediate feedback, immediately be able to give feedback, immediately be able to tell the pupils how much they know, how much they have learned, where they are missing, they can be diagnosed, and to the teacher, how he is studying, if he is studying well, then the child will perform well. Generally, exceptions are always there. Then, he is saying that the mode of evaluation has to be such that students are discouraged from memorization and become competent to apply their knowledge in handling new situations and problems. He is saying that you choose the method of Moolayankan, through which the students should memorize with the help of the help of their hands. What does it mean? It means, don't ask a question based on memory. And become competent and be able to be a student, so that they can apply their learned knowledge in new situations. Everybody knows about Bloom's text phenomena. Then, he is saying that at the primary stage, no rigid system of evaluation should be imposed on students. This is our perfect, simple method of evaluation. This is the primary education reform. He is saying that this is a small child. Don't take it rigidly. Today, the day, the day, the day, the day, the day, the day, the day. Our exam will be an evaluation. Take it many times. Take it many times. Come and do it. Do it. Do it flexibly. Then, he is saying that the schools cumulative assessment in each subject and unit should be placed on record and given to each student. He is saying cumulative. It should cover both scholastic and non-scholastic areas and it should cover both non-scholastic areas. And in this, I mean, for you know, you should cover both the educational and non-scholastic areas. That is why today along with curricular, co-curricular, extracurricular, and all of these things happen. Because now we are following the CCEK concept. CCEK means Continuous and Comprehensive Evaluation. There should be no pass or fail in the final school living certificate. And it was said at that time that in the final school living certificate, it means that it passed or failed. After this, it is about grading. Do not give it marks. Give it grades. It has performed well. It has done well. It has done well. It has done well. Okay. Good. Sorry. Then the National Curricular Framework in 1998. What is he saying? He is saying that more emphasis is laid on the development and assessment of basic skills or competencies and desired attitudes and values rather than wrote memorization of information from books. He is saying that you should focus more on the emphasis, the importance of the basic skills, the competencies, the attitude and the values of the students. It means that examination should not be based on memory. He is saying that sufficient evidence should be collected with the help of informal and formal observations and other tools and techniques to prepare the profile of the growth and development. So, what is the definition of the excessive element of chance factor? You have given so many options, you have given so many simple options in the MCQ. The rest of the wrong is so different that everyone will come to know that it cannot be. So, do the elimination of the chance factor in this way and subjectivity and subjective bias and the de-emphasis of memorization. Then we will talk about memorization. The system of credits for successful completion of specific areas needs to be introduced. That is, the U.S. and 8th C.C.C.C.S. is talking about credits. We are now talking about the credit base, C.B.C.S. and now it has become popular. People are talking about it. But in 1988, it was discussed about the credit based system. Introduce the credit system. Then we have brought the national curriculum framework in 2000 and 2005. In fact, the name of the 2005 curriculum framework is from the first school education. What did they say? They said that continuity of evolution can be maintained. That means you have to keep on doing the same things, continuous and comprehensive. That means, you have to keep on doing good things and keep doing the same things. You have to do good things. I mean you have to do nothing but scholastic and non-scholastic. to be utilized for diagnosing the areas of difficulty and arranging for remedial instruction. Then the evaluation process ought to be demystified and made transparent by taking parents and the community into confidence. Then what is this? Analyzes and interpretation of the pieces of evidence collected through both the formative and summative. What is the formative and summative evaluation process? You want to go into a single line of basic analysis. The main purpose of the summative assessment is to give the child the permission to go to the next class. This is the first way of assessing the student's progress concerning their selves. The first way of assessing the student's progress concerning their selves is to give the child the permission to go to the next class. The second way of assessing the student's progress concerning their selves is to give the child the permission to go to the next class. The third way of assessing the student's progress is to give the child the permission to go to the next class. The third way is to give the child the permission to go to the next class. The fourth way of assessing the student's progress concerning the student's progress concerning the student's progress is to give the child the permission to go to the next class. You are saying that you see a lot of aspects. Why is it that only children get a number in Maths? You see about their health, their record, their progress card, how good they are in physical fitness, what is their ability in games, what is their social skills, what is their ability in every art and craft. You see that now the report cards of children have started to be made in the same way. So this has become a reform in examination. When the report card was made, it was just a wish. It was a number of wishes and there was nothing behind it. There was nothing like a co-curricular activity, nothing like a personality. It was just scholastic. So this has been discussed with us over time and the system has also adopted reforms. So this is a good thing. So what will happen is that a holistic picture of a child will come. What do we have to do with just numbers? What do we have to get from numbers in life? How is your personality, how is your attitude? How fit are you? How healthy are you? What games are you interested in? How can you excel? Because there is an individual difference. We are covering all the areas. We will see which areas are best. And in that we will guide them to excel. Last but not the least, the National Curricular Framework of 2023. It has been based on the policy guidelines of the National Education Policy 2020. And what is it saying? It is saying that assessment should measure the achievement of competencies and learning outcomes leading to the attainment of curricular goals. That is, the goals of the curricular. The goals that we have. Do you have the basic learning outcomes? Assessment should be constructive, developmental and learning focused. It should be constructive. You should construct the child. If you want to give constructive feedback, then constructive. If you have done well, then you can do better. If you have done very well, then this is destructive. Then assessment should be stage appropriate. What is the stage of the child? You will not ask the same question. You cannot do a very tough assessment with a small child or a primary child. Then assessment should accommodate student diversity. According to the individual's perspective, you have to take an assessment. Take it practical from someone. Take it oral. The diversity in which we have to include. The concept of inclusive education. Then assessment should be supported by timely, credible and constructive feedback to the student. What should be in the assessment? How should it be supported? We will also give constructive feedback to the student. This will make our assessment better. Assessment should support meaningful aggregate and summation of student learning. And in the end, we will also make a cumulative and summated record. Then there is a new thing that is coming out. It is the holistic progress card. Now HPC will be given. What is the holistic progress card? National Council for Educational and Research Training, NCRT has introduced HPC. It says, Develop by performance, assessment, review and analysis of knowledge for holistic development. It has developed a standard body that works in NCRT. And the foundational stage, i.e. classes 1 and 2, preparatory stage, i.e. classes 3, 4, 5, middle stage, i.e. 6, 7, 8. And as per suggestions by the National Education Policy 2020, i.e. 2020, in the National Education Policy 2020, from 1 to 8, under HPC, you will give progress card. And it is developing and testing. So what will happen in this? Incorporates feedback from parents, classmates and even self-evaluation by students. The same thing that was discussed, criteria, difference, norm, difference or self-reference. i.e. in this, everyone will get feedback. What is the feedback of parents? What do your peer group think about you and what do you think about yourself? This approach aims to provide a comprehensive student's academic performance, cognitive abilities, socio-emotional skills and creativity during class activities. And this progress card will also be written about your academic performance. How are you doing? How are you doing? How are you doing social-emotional skills? I mean, you are very different. You have a lot of friends. You behave very well. And how creative are you during your class activities? This will also be included in this. And the HPC is your NCEFSE 2020 Align, in which it is mentioned that there will be a learner-centric evaluation, i.e. the student will be selected as a teacher. Then HPC will no longer depend on marks and grades. It is said that you will not depend on marks and grades. In fact, we will do an evaluation of 360 degrees. We will look at every area of the student and it should be on the progress card. And you are saying that it will be regularly assessed. Then we will prompt students to apply diverse skills and competencies that will demonstrate whether they have been able to grasp concepts. In this way, we will ask them whether they have been able to grasp or not. Teachers thus will be able to register the strengths of students. I mean, we will also have to write which child's strengths are on the report card. That he is creative, empathetic, that he follows instructions, that he comes in collaboration. In the same way, weaknesses will also be written on the progress card, so that in the future, the admissions or his parents will know which area they need to improve. Then a key feature of the HPC is that students will have a say to evaluating their own as well as their classmate's performance. So in that, you should keep the child in mind that he wants to say what he wants to say about himself and about himself. Apart from this, it encourages students to reflect on their progress. You will see your progress card yourself and you will know a lot of things that you don't know about yourself, what is your plus point, what is minus, what you do well, what you need to improve. In this way, at the middle stage, students are prompted to set a beginning for personal goals and ambition card allows students to outline their aspirations. The child can know that this area is my good and that means I can excel in it. Similarly, parents can be involved in this and give their insight. Your peer group can play a good role in your group as well. And this is much ahead of numerical grades. In this, the entire descriptive and analytic evaluation will be written about you. There will be an academic achievement, but there will be more areas of achievement. So in this way, this shift from summative to formative assessment, fostering competency-based evaluation and holistic load. The way we used to do it earlier, we used to do summative evaluation. So the way we will formative from summative, the way the competency-based evaluation will increase. So, this is all. What is the need for examination reform and what is the need for examination reform and what is the need for national curricular frameworks? When did you come? When did you come? In 1975, when did you come? Approximately in 1988 when did you come? After the education policy, in many others, in 2000, in 2005, and in 2023, after the education policy, in 2020. So, that is the big thing, you should investigate the examinations in different ways. You should run out a lot, and you should share the results with your children. Don't write a pass Don't write a pass or fail on the certificate. You talk about a lot of aspects. You cater to diversity. That's all. Okay? So in this way, I have covered this very topic. So thank you and don't forget to like and subscribe my channel. Thanks for watching. I have done from my side.