 Hello. I welcome you all once again to my channel Explore Education. I am Dr. Rashmi Singh, Assistant Professor, Department of Education at the Skanna Girls degree college, University of Allahabad. And this time I'm going to discuss examination reforms in higher education. I have already discussed with you all, sorry, examination reforms at secondary education level. This time I'm going to discuss examination reforms in higher education. The lecture will be in bilingual mode and it must be useful to you all for your general as well as for your examination purposes. Do subscribe my channel to get my previous and future videos. First of all, examination system in higher education. We are going to talk about the improvement of the examination system in higher education. In India, the higher education has so far been largely examination oriented. In India, the higher education system is mostly examination oriented. The examination pattern that currently exists in university structure tests, memory learning. In most cases, the examination system is affiliating in nature with external final university conducted examination at the end of every semester or every year. This solely serves as the purpose of the assessment. Generally, the system more often than not insulates students from the quest of knowledge, excitement of discovery and boy of learning. Often the annual examination along with marks, percentages and division leads to insensitive cramming up of superficial discreet information thus with very digital focus on continuous assessment during the teaching learning process. In western countries, most of the universities and institutions of higher education are assessing the students wholly on internal evaluation method. Following the principle, those who teach should evaluate. The system followed in the western countries has been accepted by the whole world and the students coming out of those countries are valued higher than the degree holders of Indian universities. In India, examinations play a pivotal role in the deciding factor of career choice of students, ability to pursue the right higher qualifications and determine the degree of knowledge. The global competitive forces and the wave of disruptions in industry have brought in sweeping changes both in terms of skill requirement and decision making capabilities of human resource by exerting tremendous pressure to perform in complex situations. The current examination system is only asking for the skill of memory learning. Memory learning may be required, but it is not adequate to perform in a challenging environment. There is a need to assess application skills or skills of higher ability, like analysis, creation, evaluation etc. Examinations in its current forms are moments of stress and anxiety for students. Couples to this are issues of malpractices which have impact on their capability. Reforms thus are much needed to ensure credibility in the outcome of the assessment system. The first is objectives of examination system, models of examination system which can be followed in India and structural and procedural changes needed in the examination system. The second is learning outcome based education framework. We know that in 2015, learning outcome based education has been discussed, but we are forgetting the year, but the time has passed. There are very few higher education institutions or universities who are following this. I will share the old video link in the description. Learning outcome based education framework needs to be implemented at HGI's higher education institutions to structure and link evaluation right up to institutional goals. You can achieve the vision of learning outcome through classroom learning. UGC said that you should prepare the learning outcome based education framework. UGC said that guidelines necessary for proper paper setting as well as learning outcome based education may be discussed in orientation and refresher courses for the teachers. UGC said that question paper setting is poorly worded. There is a repetition of the question paper in the past few years, plus it is based on memory, and it does not ask us any critical thinking. It only asks us direct questions. That is why we are saying that question paper setting needs plastic reforms. While setting the question paper, questions from the question bank, independently by the paper setter in the pre-decided proportion, say 70s to 30s can be drawn with due consideration to the category of questions. They are saying that you should make a question bank. How do you make a question bank? Make it from experts. Make a fire. It happens suddenly that you have to make a question paper in two days. The question paper setter also makes it quickly. It does not even pay attention to the rules and regulations. You should follow them. That is why you should make a prior question bank. Decide from the previous proportion that 70s to 30s can be drawn with due consideration to the category of questions. The question paper in the question bank also follows the Blooms taxonomy. You should also know what the Blooms taxonomy is. You will be able to understand it. It is also an old video. You can listen to it. The composition of a question paper should be such that an average student should not find it is hard to get passing grade, while it should post real challenge to a good student with high scoring becoming increasingly difficult. The question paper should be like this. The average student, who is a simple child, does not find it difficult to pass. But the student who is a good child, finds it challenging to get a very good number. It means that discrimination, power, difficulty, level of questions should not be very difficult. Periodic academic audit of the question paper should be conducted with an objective of quality monitoring by the respective State Council of Higher Education of Constancy. They are saying that the State Council of Higher Education should keep an academic audit between the questions of whether the question paper is being made, whether the question paper is following the Blooms taxonomy, whether the difficulty level is right or not. And you know that generally nothing like this happens. Then, grading and credit transfer. Ensure a minimum amount of credit. Credit is the credit that is in CVCS. It is a voice based credit system that is not in UG. Ensure a minimum program wise uniformity in all HGI's with respect to number of course credits and total credit at UG and PG levels to facilitate smooth credit transfer. Now, let me tell you a little bit about credit. What is credit? We earn it. You can say that the time that has to be denoted is to study that particular topic, to study that particular course. It is called credit. For this, I will share the links of three videos from CVCS. Outcome based education, Blooms taxonomy and CVCS. Then you will be able to understand. So, he is saying that the credit system has been brought in so that we can transfer the credit. You have studied from one place, you are going to study from another place, or your studies are done in the middle, or you are going to take admission in another HGI. So, the transfer of the credit can be smooth. That is why he is saying that you should make a minimum program wise uniformity. That means, make an agreement that in all higher education institutions, how much credit will there be in course credits, how much credit will there be in total credit at UG and PG levels? You should first decide. And for computation of grade, grade points, SGPA, CGPA, etc., the same guidelines to be followed. And UGC said that all these institutions, grade, grade points, semester grade point average, SGPA, are semester grade point average. CGPA is cumulative grade point average. We should take this out. We will follow the same guidelines. Okay? He is saying that each HGI can have a committee to determine the equal balance of the credits in cases of transfer or horizontal mobility. Horizontal mobility is that we are on the floor. Vertical mobility is that we are going up. Horizontal mobility. I mean, you can assume that you have studied B.A. Part I somewhere. And you have to take admission somewhere else in B.A. Part II. This is horizontal mobility. That you are mobile at the same institution. Or B.A. Part I has left you in the middle and you had to change somewhere in the middle of the institution. So, he is saying that every higher education institution should make a committee. He says that how much credit will there be in transfer. And UGC has told the rules and regulations. They will come to you to study and learn. They will come to you to tell everyone in their institution. Guidelines for such equivalence committee can be provided. That is why they have provided guidelines. Okay? Moderation. UGC has said that we need moderation in our studies. Moderation means moderation at every stage is essential to evolve a fair, trustworthy, dependable and transparent evaluation system. That is, we will have to see that a question paper, a question paper, a setter has made a question paper and we have to make it moderated from someone else. Is it okay? Is it difficult? Is it too tough? Is it too easy? Are all questions of higher order? Are there any lower orders? Are there any lower orders? Are there any higher orders? We need moderation at every stage to see all of this. For example, at the stage of paper setting when there is an assessment, re-assessment is required. If the child has asked to do it again, many children demand that we have less number in the copy. At the stage of re-assessment, post-evaluation should be moderated at all stages. That is, after getting one expert, you should cross-check from another. Then, on-demand examination. UGC has said that we should give flexibility to the students that they can be examined on demand. You can understand that it is very difficult for a country like ours where there are so many problems, but it should be provisioned somewhere. At this time, steps are initiated in the direction of providing an examination facility to the students, and the system should ensure highest dependability, openness, reliability, transparency and recognition. Okay. There is an internal and external examination. As we just talked about, western countries depend on internal examination. They say that you should get an internal examination system. The system of IE should be objective, student-friendly, transparent and free from personal bias or influence. They say that the internal examination should be objective, student-friendly, transparent, and not personal bias or teacher-friendly. And the result of IE means, you should immediately tell your internal examination. And they say that you should first decide for UGPG what would be the proportion. Like IEM, internal examination would be 30 to 70. Meaning that the number you will get from the internal examination you will get it from external. Similarly, in PG 40 to 60, you will get your internal exam and you will get your external exam. Okay? Similarly, male practices. How can the wrong practices be removed in the examination? By protecting the identity of candidates and examiners from each other. A lot of post exam male practices can be taken. That is, the child who is registered to give the same exam, a full proof system exam and use of encrypted barcodes which hides the identity of the student from not only the examiner but also the exam department. Employees may be used. This can be used in conjunction with other method example, randomizing of exam scripts given to any particular exam. Meaning that any exam script, question script, answer script can be checked by anyone. Randomization can be done. No male practice examination and technological intervention or technology-based automation technology has come. Why not use technology to make such a lengthy process of examination easy. UGC can take initiative. UGC can take initiative to make such a software with which the child is registered, their seating arrangement, their hall ticket to be generated, their internal and external assessment marks, their result making, calculation of grades, these can be made available to the HCI to expedite proper implementation of the reforms. When this is done, provide it to higher education institutions so that their work, time and manpower is saved. As I told you, the UGC has said to make a question bank. It has to be uniform, quality, standard, a big question bank where you can randomly select questions and give them to the child and make good questions that really assess you. And the last but not the least result declaration. The result of the examination is a crucial element of the educational system of HCI on which rests its credibility and reputation. The result of the examination is very delaying. You don't have to fill in your results. In order to strengthen the process of the result declaration, it is important to incorporate the features like timeliness of the declaration of the result. Clearity of interpretation of the result card. It's comprehensive format accessibility and verifying. The UGC has said that you should make a question bank or a question paper according to Bloom's taxonomy. Use the technology and help it. You can take an internal examination as well. The result can be declared on time. The UGC has said that the examination system of HCI is important. Okay. So, I have completed this very topic that is examination reform in higher education. So, I have completed this one. Thank you and don't forget to like and subscribe my channel Explore Education. I have done from my side.