DEMOCRATIC APPROACH IN ASSESSMENT: A PARADIGM SHIFT IN EXAMINATION REFORM

Md. Mozammil Hassan; Samaresh Bharty; Zafar Iqbal Zaidi

doi:10.29121/shodhkosh.v4.i1.2023.2559

Authors

Dr. Md. Mozammil Hassan Assistant Professor, Central University of South Bihar, Gaya, Bihar
Dr. Samaresh Bharty Assistant Professor, Department of Teacher Education, South Bihar Central University, Gaya.
Dr. Zafar Iqbal Zaidi Assistant Professor, MANUU-CTE, Darbhanga, Maulana Azad National University, Hyderabad

DOI:

https://doi.org/10.29121/shodhkosh.v4.i1.2023.2559

Keywords:

Assessment, Examination Reform, Democratic Approach in Assessment, Democratic values of Assessment

Abstract [English]

The assessment system is one of the most important as well as debatable components of our education system. In higher education of India, teaching-learning process is guided by the assessment rather than assessment for teaching-learning. The age old assessment system is also criticized for its rigid and non-democratic nature. This is appropriate for defining our traditional examination system. But the 21st century is very significant in context of examination reforms at all the levels of education. The revolutionary changes in assessment of students introduced many innovative practices. This article analyses the trend of recent examination reforms and conceptualized it as a paradigm shift in assessment ˗ ‘a democratic approach in assessment of students’ progress’. It is democratic in approach, because it ensures the spirit of democracy in assessment based on core democratic values. According National Education Policy-2020, Higher education Institutes (HEIs) shall also move away from high-stakes examinations towards more continuous and comprehensive evaluation. The article redefines the term ‘assessment’ under the democratic approach and explores the democratic values of assessment. This article provides argument in support of democratic approach in assessment for academic excellence.

References

Birenbaum, M., Breuer, K., Cascallar, E., Dochy, F., Dori, Y., Ridgway, J. Wiesemes, R., & Nickmans, G. (2006). A learning integrated assessment system. Educational Research Review, 1(1), 61–67. DOI: https://doi.org/10.1016/j.edurev.2006.01.001

Bisen, P. S. (2010). The university examination system - Whose failure is it anyway? Retrieved from http://www.policyproposalsforindia.com/article.php?article_id=165&languageid

Boud, D. (2003). Assessment and learning: Contradictory or complementary? In International encyclopedia of higher education (1st ed.) (vol. 2, pp. 35-48). New Delhi: Crest Publishing House.

Brettschneider, C. (2006). The value theory of democracy. Politics, Philosophy & Economics, 5(3), 259–278. doi: 10.1177/1470594x06068300 DOI: https://doi.org/10.1177/1470594X06068300

Dewey, J. (1968). Democracy and Education. New York: The Free Press.

Gardia, A. (2007). A study of some determiners of democratic values among higher secondary students. Unpublished Ph.D. thesis, Banaras Hindu University, Varanasi.

Government of India (1966). Education and National Development: Report of the Education Commission (1966-66), Ministry of Education, New Delhi.

Jame-Erik, L., & Svante, E. (2003). Democracy: A comparative Approach. New York: Routledge.

Knight, P. (Ed.). (2003). Assessment for learning in higher education. In International encyclopedia of higher education (1st ed.) (vol. 2). New Delhi: Crest Publishing House.

Lamba, R. (2010). A study of examination system of AICTE. Research Analysis and Evaluation, 1(12), 14-16.

Landman, T. (Ed.). (2008). Assessing the Quality of Democracy: An Overview of the International IDEA Framework. Stockholm: International IDEA. Retrieved from http://www.idea.int/publications/aqd/loader.cfm?csmodule=security/getfile&pageid=28003

Lauwerys, J. A. & Scanlon, D. G. (Eds.). (1969). The world year book of education: Examinations. London: Evan Brothers Ltd.

Libman, Z. (2010). Alternative assessment in higher education: An experience in descriptive statistics. Studies in Educational Evaluation, 36, 62–68. DOI: https://doi.org/10.1016/j.stueduc.2010.01.002

Moore, I. (2003). Staff and educational development for assessment reform: A case study. In International encyclopedia of higher education (1st ed.) (vol. 2, pp. 95-109). New Delhi: Crest Publishing House.

National Education Policy (2020). Ministry of Education. GOI.

Newman, A. (2012). A democratic framework for educational rights. Educational Theory, 62(1), 7- 23. DOI: https://doi.org/10.1111/j.1741-5446.2011.00432.x

Norton, L. (2004). Using assessment criteria as learning criteria: A case study in psychology. Assessment & Evaluation in Higher Education, 29(6), 687–702. DOI: https://doi.org/10.1080/0260293042000227236

Pandey, P. (1994). A psycholinguistic study of democratic values in relation to mono-, bi-, and tri-lingual. Indian Psychological Abstracts and Reviews, 1(1), p.159.

Rowntree, D. (2003). Assessing students: How shall we know them? In International encyclopedia of higher education (1st ed.) (vol. 4). New Delhi: Crest Publishing House.

The Inter-Parliamentary Union (1998). Democracy: Its principles and achievement. Geneva: The Inter-Parliamentary Union. Retrieved from http://www.ipu.org/PDF/publications/DEMOCRACY_PR_E.pdf

University Grants Commission. (2003). Higher Education in India: Issues, concerns and directions. Recommendations of UGC Golden Jubilee Seminars. New Delhi: UGC.

University Grants Commission. (2009, March). Action plan for academic and administrative reform. D.O.No. F. 1-2/2008(XI Plan). New Delhi: UGC.

University Grants Commission. (2011). Higher Education in India: Strategies and schemes during Eleventh Plan Period (2007-2012) for Universities and Colleges. New Delhi: UGC.

University Grants Commission. (2011). Inclusive and qualitative expansion of higher education. 12th Five-Year Plan (2012-2017) for higher education. New Delhi: UGC.

Watt, H. M. G. (2005). Attitudes to the use of alternative assessment methods in mathematics: A study with secondary mathematics teachers in Sydney, Australia. Educational Studies in Mathematics, 58, 21–44. DOI: https://doi.org/10.1007/s10649-005-3228-z