 Hello, I welcome you all once again to my channel, Explore Education. I am Dr. Rashmi Singh, Assistant Professor, Department of Education, SS Khanna Girls to the College, University of Allahabad. And today I am going to discuss a topic on examination reforms at secondary level. And the lecture will be in bilingual mode as usual and must be useful for various competitive teaching examinations as well as for your regular B.A. and M.A. course. Okay, I am trying to record this. If it is not possible, then we will drop it in the middle. Okay, I am trying. So, if we talk about the reforms in the exam, then it is not that today we are talking about problems in the exam, the exam system is wrong, it is wrong and it should be improved. This is happening in the whole of the country. Even in the British era, there were a lot of commissions and committees. That is something else that they were talking about their own interests, mainly. But meanwhile, some of their recommendations were such that they used to keep some gold coins. Mainly, they were saying that the English medium of instruction was their own interests because they wanted to create a clerk for them. So, there were a lot of commissions. Look, Woods Dispatch, which came in 1884, 1882 Hunter Commission, 1902 University Commission, 1917 Calcutta University Commission, which is also called the Sadler Commission. Because the Sadler was the chairman of it. The Heart Talk Committee of 1929, the Sapru Committee of 1934, the Abbott-Wood Report of 1936. You will have to pay attention to the fact that Zakir Hussain, who was the chair, came to the basic education scheme in 1937. And the Sergeant Report, which is in 1924, just before our independence. So, there were a lot of commissions, committees were sitting, they gave recommendations which they talked about the progress of the exams. But we will keep our emphasis on the post-independence era. So, in the post-independence era, we all know that those who are associated with education, those who are associated with discipline, the first commission is the University Education Commission, right? Which came in 1948. And in 1919, it submitted its report. As it is the University Education Commission. It means to take it, its main objective was that the mistakes in the University system should be improved. But they also covered the Secondary Education, right? Because they will see that the entrant who is coming in the University system, that child is completing the Secondary Education. So, they also talked about the Secondary Education. What they say is, the Commission thought it unfortunate that neither the public nor the government had realized the importance of intermediate colleges in the Indian educational system. And remarked that, our Secondary Education remains the weakest link in our educational machinery and needs urgent reform. See what they are saying. That it is very unfortunate that neither the public nor the government is accepting the importance of intermediate colleges. And they also said that in our Secondary Education system, it is the weakest link. It is primary, secondary, higher. See, the Secondary Education links primary and higher. So, if this is weak, then the students in higher education are not capable enough. So, how can we expect them to pass out and do research and our higher education will be set in the processing, they will be able to cope up, right? So, they said that this is the weakest link and we need to reform or reform it immediately. And what did they say? They pointed out that this education was too bookish. It means that it is only a book, a book, a book. It is mechanical. It is a stereotype. It means that whatever fear is coming, it is coming from years. And rigidly uniform. So, there is one thing. When the student is studying, it is not uniform. It has different interests and different aptitudes and different aptitudes. So, why don't they cater to this education? And they did not cater to the different aptitudes of the people or to the pupils of different aptitudes, right? It is not like that. You are making lakhs of children. Not did it develop those basic qualities of discipline, cooperation and leadership which were calculated and function as useful citizens. And they are saying that apart from this, they are also not developing this education that the child should be educated, that he should have a sense of responsibility, that he should have the power of leadership so that he can become a useful citizen. Because we need to pay attention to this. This is one thing. Secondary education is very popular in our country. The children are like this. They leave their studies after secondary education. So, secondary education should be so important that you know that if a student doesn't study after this, then you can make him a capable citizen, a useful citizen, a productive citizen, right? The stress of examinations. Sorry. The stress of exams, the overcrowded syllabus, the methods of teaching, the lack of proper material amenities, which means that there are no conditions in the schools, that they tend to make education a burden. Rather than a joyous experience to the youthful mind. They are saying that they have made the child a burden while he should have a sense of happiness. He should have a sense of happiness. This is what the University Education Commission is saying. Now, let's come to the Secondary Education Commission, which is known as the Mudalian Commission. And this was the case. I forgot to write the year. The Secondary Education Commission came in 1922 and submitted its reports in April. And Laxman Swamy Mudalian was the chair of this commission, so he is also known as the Mudalian Commission. Okay. I mean, he is giving a lot of support, so it will be a record. So Mudalian Commission is mainly on Secondary Education, so I didn't just take recommendations, it would have been very lengthy video. So what did they say? They are only talking about the changes. They are also on the level of examination, vocational education, text book and many methods of teaching and many other things. So what did they say? They are saying that the number of external examinations should be reduced, and the element of subjectivity in the essay type test should be minimized by introducing objective tests and also by changing the type of questions. They are saying that first of all, you have to remove the mark of the exam. Okay. So let's ask a test, what is the effect of the individual test? What is the effect of any examiner? What is the effect of any examiner? What is the effect of any examiner? What is the effect of any examiner? What is the effect of any examiner? And you should read the report card and say, subjectivity is reduced, and introduce the objective test to reduce the subjectivity itself. And the questions that they are asking are changing the type of questions. What else did they say? They are saying that every pupil's all-round progress and to determine his future, a proper system of school records should be maintained for every pupil indicating the work done by him from time to time and his attainments in a different sphere. They are saying that the report card will only give the mark, but not only the mark, we have to give the mark of the subjectivity. They are saying that no matter how much activity is taking place this year, from his admission to his final examination, everything should be maintained. And record his attainments in different spheres and that too will be the basis of his all-round progress. And they said that in the final assessment of the pupils, due credit should be given to the internal tests and the school records of the pupils. They are talking about the internal test in 1992. And until now, they have not been able to understand what you are saying. They said that the internal test and the school records should be given due credit when the final assessment is being done. Okay. And they said that the system of symbolic rather than numerical marking should be adopted for evaluating and grading the work of the pupils in external and internal examinations and in maintaining the school records. They are saying that give the symbol. Don't give the mark. They are saying that there should be only one public examination at the completion of the second school's course. They are saying that only one public examination is done when the child finishes the course. And they are saying that the certificate awarded should contain, decides the record of the public examination in different subjects. The results of the school tests and subjects are not included in the public examination as well as the gist of the school records. They are saying that the certificate is given to the child. Besides the record of the public examination should contain, everything should be submitted. Everything should be kept in it. And they are saying that the system of compartmental examination should be introduced. Compartmental examination means that someone's compartmental exam has come which has failed, which you call improvement. Keep that in mind. Okay. Then, then there was a council for secondary education. After the Mudaliya commission submitted its report, the union ministry of education appraised, and began seeking them for this purpose, AICSE was established. Without losing time, AICSE organized a seminar on examination reforms at Bhopal 22-29 Feb, 1956. And AICSE, as it was established, organized a seminar in Bhopal in 1956, which was called examination reforms. Besides other recommendations for improving examinations, the seminar also recommended the creation of an expert body to be called the central examination unit. In this seminar, it was recommended that you make an EU, the central examination unit, which will do the same how to do the examination. So, what did it do? See, it's a very special thing, and many people don't know it. In 1957, it invited Dr. Benjamin S. Bloom. See, we read Bloom's text phenomena. And until I didn't know it, I didn't know that Mr. Bloom had also come to India. And why did he come? To discuss this examination reform. So, AICSE called Benjamin S. Bloom said that you should guide us on the examination reform. Since then, it must have come or it has come that you follow Bloom's text phenomena and make a question paper, that is, the questions of higher-order thinking skills will also be involved in it. Okay. The courtary commission comes in in 1964, which commits its report on the cover. What does it say? This commission boldly suggested that the certificate of the student should be written on the certificate. The new approach to examination, they said that the examination should be a new approach. What is it? To improve the written examination. You should improve written examination. To devise techniques for measuring those important aspects of the student's growth that cannot be measured by written examination. They are saying that you should also judge that aspect. They are saying that internal assessment by the school should be comprehensive enough to meet all aspects of student's growth including those not measured by the external examination. They are saying that they should take a holistic approach. They are external, internal, scholastic, non-scholastic. They should have a complete judgment of their performance in the examinations. What does it say? It says, the elimination of excessive element of chance and subjectivity. Remove it. Don't just ask the question of writing. Apply for CCE. It says, continuous and comprehensive evaluation. The scholastic and non-scholastic aspect should be judged. Students should also go to the examinations where they are not involved in studies. Their performance should also be judged. Effective use of the evaluation process by teachers, students and parents. Improvement in the conduct of examination. Improve the conduction. Improve the production of concomitant changes in instructional material methodology. And start the semester system in the secondary stage in a phased manner. And give grade to the students. Look at how much improvement has taken place under different circumstances. It says, the very recent NEP 2020. What does it say? NEP 2020 aims to transform the nature of one that is summative and primarily tests wrote memorization skills to one that is more regular and formative assessment. One that tests higher order skills. NEP 2020 is coming. You asked about conceptual clarity. Then changes in the nature of the progress cards. The progress card should be holistic not at every angle. Multidimensional report that reflects the progress as well as the uniqueness of each learner in the cognitive, effective and psychomotor domain. The student should not judge the cognitive aspect. You should judge the effective and psychomotor domain. It will include self-assessment and peer assessment. And the progress of the child in project based and inquiry based learning is role plays group portfolios etc. Along with teacher assessment. The child should assess himself. The peer group should assess the teacher. And a new M.C.R.D. has made it. The name is also very good. The name is also very good. The name is also very good. Review and analysis of knowledge for holistic development. It is set up as a standard body under M.C.R.D. What will it do? Setting norm, standards and guidelines for student assessment. The child will make a standard, guideline. And what will it do? Guiding the state achievement survey, SAS and undertaking the national achievement survey. Take a state achievement survey where the child stands. N.A.S. where the child stands. And monitoring achievement of learning outcomes in the country and encouraging and helping school boards to shift their assessment patterns as per NEP 2020. Your U.P. Board, S.C.B.S.C. Board or ICS-C.B.S.C. Board is following the pattern. Assess them, help them encourage them to shift the NEP 2020 pattern. Okay. So, that is all about examination reforms of NEP 2020 by various commissions and committees after independence. Okay. First of all, University Education Commission, then Secondary Education Commission, then all India Council for Secondary Education, then Kothari Commission, NEP 1986. After that, P.O.A. was mentioned in 1901. And then, last but not the least, NEP 2020. So, the commission and committees have tried to improve the test of the NEP 2020. So, I hope it will be clear and comprehensive enough for all of you. Okay. So, thank you and don't forget to like and subscribe my channel. Luckily, he didn't bother much. Okay. Then from my side.