See discussions, stats, and author profiles for this publication at: [Link]

net/publication/354088997

Examination Reforms in India: Towards Quality and Excellence in Higher

Education

Chapter · August 2021

CITATIONS READS

0 1,574

2 authors:

Amlesh Kumar Laxmidhar Behera

National Council of Educational Research and Training Regional Institute of Education,NCERT,Bhubaneswar
9 PUBLICATIONS 4 CITATIONS 13 PUBLICATIONS 6 CITATIONS

SEE PROFILE SEE PROFILE

All content following this page was uploaded by Amlesh Kumar on 24 August 2021.

The user has requested enhancement of the downloaded file.

 Chapter - 1
Examination Reforms in India: Towards Quality and
Excellence in Higher Education
Amlesh Kumar* and Laxmidhar Behera**

*Research Scholar, RIE (NCERT), Bhubaneswar, Email Id- amleshedu@[Link]

**Assot. Prof., RIE (NCERT), Bhubaneswar, Email Id- behera17@[Link]

Abstract
The main objectives of our higher education system currently, unfortunately, is to prepare the students to do well in the
examinations. Classroom behaviour and dynamics are guided by this predominant goal. Our examination system is based
on rote memory; questions are asked from text books and students who are able to reproduce what is written in the text
books manage to get high scores. In India the primary motive for innovations in the public examinations and their place
in the educational process are social, psychological and pedagogical. The higher education system in India has grown in a
remarkable way, particularly in the post-independence period, to become one of the largest system of its kind in the world.
The overall scenario of higher education in India does not match with the global quality standards. Hence, there is enough
MXVWL¿FDWLRQ IRU H[DPLQDWLRQ UHIRUPV DQG LQFUHDVHG DVVHVVPHQWRI WKH TXDOLW\ RI WKH FRXQWU\¶V HGXFDWLRQDO LQVWLWXWLRQV
Examinations or assessment of students play a very important role in deciding the quality of education. The academic quality
and relevance of examinations in Indian education system has been a matter of concern for a long time. Thus, the present
paper attempts to analyse the examination reforms in India: Towards quality and excellence in higher education.
Keywords: Examination Reforms, Education System, Higher Education, Quality and Excellence.

Introduction
Examinations are for the evaluation of the progress of the students and it is imperatively needed to measure the
progress of any educational system. The examination system of India has remained unchanged from so many
years. In Indian education system, ability of a student is decided by an exam. In this system there is no place for
performance of a student in whole academic year. Scoring more and more marks in exams has become the only aim
of a student. The mentality of the individual is also responsible for making exams a source of stress. If someone
scores good marks in examination then people starts treating him like a hero. On the other hand if someone scores
less marks then the same person treats him just like an untouchable. At this point one question arises, what is the
importance of getting more and more marks in an examination? Just getting admission in a reputed educational
LQVWLWXWLRQRUPDNLQJ¿UVWLPSUHVVLRQWRDQ\HPSOR\HU¿UP",IDQ\RQHJHWVDMREWKHQKHPXVWKDYHWRSHUIRUPZHOO
on practical front. Marks of any examination won’t work there. Only knowledge and skill will work there. The
level of knowledge of the learner is evaluated through these examinations and the learner must show that they have
LQGHHGOHDUQWDGHTXDWHO\ZKDWWKH\DUHVXSSRVHGWROHDUQ7KXVWKHH[DPLQDWLRQVKDYHDVVXPHGYHU\VLJQL¿FDQFH
in the any academic curriculum, both for the students and as well for the [Link] India nothing is clear about
the origin of examinations in educational process. However, as the acquisition and utilisation of knowledge is
fundamental to human progress, there must have been some basic testing procedures and examinations from long
[Link] the invention of printing and the mass production of the accessories for writing and printing, the written
examination was adopted in our country. Some ancient universities, like the one at Nalanda, used examinations to
select students for [Link] now a days occupies a very important place in any educational system
and have become a central pivot around which the whole educational system moves.
Examination reforms having been recommended consistently by various Committees and Commissions over
WKH\HDUVVWHSVIRUWKHVDPHKDYHEHHQWDNHQGLIIHUHQWO\LQGLIIHUHQWVWDWHV7KH¿UVW,QGLDQ8QLYHUVLW\&RPPLVVLRQ
in the year 1902 expressed the dissatisfaction over the examinations system and suggested drastic changes in the
objectives of the examinations and the committee has painfully observed that “the greatest evil from which the
University Education system in India suffers is that the teaching is subordinated to the examinations and not the
 2 Examination Reforms for Quality Higher Education in India: Challenges and Opportunities

examinations to the teaching. The Radhakrishnan Commission in the year 1948 has remarked that “we are convinced
that if we are to suggest any single reform in the university education it would be that of examinations”. In order
to reform the examination system in our country, the Mudaliar Commission laid stress on the use of objective type
tests and internal [Link] Kothari Education Committee in the year 1966, which dealt on the importance
of examinations system reforms, remarked that “in the present system, the future of the student is totally decided
by single examination at the end of the academic year, students pay minimum attention to the class work and
WHDFKHUV DQG GR OLWWOH KRPHZRUN RU LQGHSHQGHQW VWXG\ DQG SD\ PD[LPXP DWWHQWLRQ IRU WKH ¿QDO H[DPLQDWLRQV´
7KLV &RPPLVVLRQ EROGO\ VXJJHVWHG WKDW WKH FHUWL¿FDWH RI WKH VWXGHQW VKRXOG EHDU KLV FRPSOHWH SHUIRUPDQFH EXW
there should be no remark to the effect that he has passed or failed in the whole examination. This is very good
suggestion and can be easily implemented. The National Policy on Education, 1986 emphasized on continuous and
comprehensive evaluation and the introduction of semester system from the secondary stage.
Regarding examination reforms, the National Policy on Education Review Committee (NPERC) under the
chairmanship of Acharya Ramamurty in 1990, exhaustively reviewed the observations and recommendations
made by different Committees and Commissions. During the course of the review, the NPERC also referred to the
provision of NPE in regard to evaluation process and examination reforms. The NPERC also presented the status
of the examination reforms in different states at the University and school [Link] Programme of Action (POA)
VXJJHVWHGVHYHUDOVSHFL¿FVKRUWWHUPDQGORQJWHUPPHDVXUHVIRUFDUU\LQJRXWH[DPLQDWLRQUHIRUPDWWKHVFKRRO
level as well as at the university level. It also suggested that, “to formulate a national examination reform work the
Department of Education would, inter-alia, constitute an inter institutional Committee with representations from
8*&1&(57$,&7(DQGVWDWHOHYHORUJDQLVDWLRQVLQFOXGLQJ%RDUGRI6HFRQGDU\(GXFDWLRQ´$VWKH¿UVWSUDFWLFDO
step in changing the present pattern of examinations, the All India Council for Secondary Education was set up
by the Central Ministry of Education in October 1995. It gave top priority consideration to resolve the problem of
examination system. The well-known International Commission on Education sponsored by UNESCO in 1992,
gave their valuable comments and suggestions for reforming the system of examination. The Globalisation of the
world economy and higher education are driving insightful changes in the education system. In recent years, there
have been essential changes in higher education in terms of what to teach (content) and how to teach (knowledge
delivery) and how to assess (student learning). Examination or assessment of students play a very important role in
deciding the quality of higher education. Higher education not only assess student’s achievements (and grades) but
also measure whether the desired learning outcomes have been achieved. So, we can say that examination reform is
essential for quality and excellence in higher education.

Bloom’s Contribution to Examination Reforms in India

The process of examination reforms in India began in 1956, when the Ministry of Education invited educational
experts from the country and abroad to help and develop a comprehensive examination system. Among those invited
was Dr. B. S. Bloom who occupies an important place because it was he, who through his workshops, propagated
DVFLHQWL¿FEDVLVIRUDJRRGTXHVWLRQSDSHUZKLFKZDVODWHURQDFFHSWHGE\WKHZKROHFRXQWU\'U%ORRPRUJDQLVHG
seven workshops and pooled the collective thinking of 300 teachers into his Evaluation in Secondary Schools which
he edited in 1960. He found that in most schools of the country, there were large classes resulting in a one-way
form of communication. He also discovered that most questions at the matriculation level required little more than
rote memorisation. Also, a few questions answered by the students made it likely that chance played a large part in
WKLVSHUIRUPDQFH2QWKHRWKHUKDQGWKHH[DPLQDWLRQSDSHUVZHUHIRXQGWREHWRRVXEMHFWLYH)URPWKHVH¿QGLQJV
he came to the conclusion that ‘at least one out of three students is improperly judged by examinations’. Blooms
discovered that the main objectives for purposes of examinations were to test the knowledge and understanding
of students and to see how they could use this knowledge and understanding to attack new problems. His ideas
were spelled out through workshops and seminars at the state level and through Boards of Secondary Education
throughout India. In this way, a cadre of teachers was initiated into the techniques of a system that had as its chief
aim, the improvement of public examinations making them more objective and facilitating scoring by the examiner.

Bloom’s Taxonomy for Assessment Design

 3

Bloom’s Taxonomy provides an important framework to not only design curriculum and teaching methodologies
but also to design appropriate examination questions belonging to various cognitive levels. Bloom’s Taxonomy of
Educational Objectives developed in 1956 by Benjamin Bloom was widely accepted by educators for curriculum
GHVLJQ DQG DVVHVVPHQW ,Q $QGHUVRQ DQG .UDWKZRKO PRGL¿HG %ORRP¶V 7D[RQRP\ WR PDNH LW UHOHYDQW WR
the present-day requirements. It attempts to divide learning into three types of domains (cognitive, affective, and
EHKDYLRXUDO DQGWKHQGH¿QHVWKHOHYHORISHUIRUPDQFHIRUHDFKGRPDLQ&RQVFLRXVHIIRUWVWRPDSWKHFXUULFXOXP
and assessment to these levels can help the programs to aim for higher-level abilities which go beyond remembering
or understanding, and require application, analysis, evaluation or creation. Revised Bloom’s taxonomy in the
cognitive domain includes thinking, knowledge, and application of knowledge. It is a popular framework in higher
HGXFDWLRQWRVWUXFWXUHWKHDVVHVVPHQWDVLWFKDUDFWHUL]HVFRPSOH[LW\DQGKLJKHURUGHUDELOLWLHV,WLGHQWL¿HVVL[OHYHOV
of competencies within the cognitive domain which are appropriate for the purposes of educators.
$JRRGDQGUHDVRQDEOHH[DPLQDWLRQSDSHUPXVWFRQVLVWRIYDULRXVGLI¿FXOW\OHYHOVWRDFFRPPRGDWHWKHGLIIHUHQW
capabilities of students. Bloom’s taxonomy framework helps the faculty to set examination papers that are well
balanced, testing the different cognitive skills without an incline towards a tough or easy paper perception. If the
present examination questions are more focussed towards lower cognitive skills, conscious efforts need to be done
WR EULQJ LQ DSSOLFDWLRQ VNLOOV RU KLJKHU FRJQLWLYH VNLOOV LQ WKH DVVHVVPHQW ,W LV UHFRPPHQGHG WKDW DW LQVWLWXWLRQ
University level, upper limit need to be arrived for lower order skills (for example, no more than 40% weightage for
knowledge-oriented questions). It is important to note that, as nature of every course is different, the weightage for
different cognitive levels in the question papers can also vary from course to course.

Need of Examination Reforms in India

The world has realized that the overall success of the states is directly determined by the quality of their education
systems and that the most effective factor of production is human capital expressed in knowledge, skills, creative
abilities and moral qualities of individuals in society. There is a strong need of examination reforms in India for
quality and excellence in higher education. The Indian examination system is based on rote memory; questions
are asked from text books and students who are able to reproduce what is written in the text books manage to get
KLJKVFRUHV$VSDUWRIH[DPLQDWLRQUHIRUPVPDQ\XQLYHUVLW\ERDUGVKDYHLQWURGXFHGREMHFWLYHW\SHDQGPXOWLSOH
choice questions, but these also often test memory more than understanding, analysis and application. Problem of
examination is the most exhausting problem of education. The unfortunate consequences of the present system of
examinations are before our eyes. If we can solve it satisfactorily, there will be a great relief to the students and the
very face of education will be different. The academic quality and relevance of examinations (question papers) in
the Indian higher education system has been a matter of concern from a long time. It is widely acknowledged that
“assessment drives learning’’, what and how students learn depends to a major extent on how they think they will be
evaluated. The question papers that require simple memory recall will not ensure deep, meaningful learning. High
expectations for learning, motivate the students to rise to the occasion. The assessment (examination) must go out
those high expectations to ensure that the learner is motivated to attain them.
In the present examination system, memorization occupies a dominant place. The recall of factual knowledge,
though essential to any examination, is only one of several major abilities to be demonstrated by the students. The
assessment process must also test higher level skills viz. ability to apply knowledge, solve complex problems,
analyse, synthesise and design. Further, professional skills like the ability to communicate, work in teams, lifelong
learning have become important elements for the employability of the students. It is important that the examinations
also give appropriate weightage to the assessment of these higher-level skills and professional competencies.
Considering the above imperatives, it is clear that reforms in examinations are critical for improvement of the
quality of Indian higher education system.

Issues Affecting Quality of Higher Education in India

Higher education is a powerful tool to build modern, value-based, knowledge based, culture based, and peaceful
society which can lead the country towards becoming super power in the world. It is also considered one of the
important and strong tools for the development of any country. While the Indian higher education system is one of
 4 Examination Reforms for Quality Higher Education in India: Challenges and Opportunities

the largest in the world, the quality of universities and colleges and the education they offer is far from satisfactory.
7KH QXPEHU RI LQVWLWXWLRQV RI KLJK TXDOLW\ LV OLPLWHG (YHQ WKH WRSPRVW ,QGLDQ LQVWLWXWLRQV GR QRW ¿JXUH LQ WKH
international rankings of universities in the world. This is an issue of major concern and the subject of frequent
public discourse in India. Credibility of examinations is questioned because the marking system is shrouded in
secrecy. The present examination system focuses on testing the student’s memory; questions are asked from the
WH[WERRNVDQGVWXGHQWVZKRFDQUHSURGXFHZKDWLVZULWWHQLQWKHWH[WERRNVJHWKLJKVFRUHV0DQ\8QLYHUVLW\
Boards have introduced objective-type questions, but these also test memory rather than understanding, analysis
and [Link] present system of higher education does not serve the purpose for which it has been started.
There are many other basic problems facing higher education in India today. These include inadequate infrastructure
and facilities, large vacancies in faculty positions and poor faculty thereof, low student enrolment rate, outdated
teaching methods, declining research standards, unmotivated students, overcrowded classrooms and widespread
JHRJUDSKLFLQFRPHJHQGHUDQGHWKQLFLPEDODQFHVHWF7KHUHLVDQLQDGHTXDWHDQGGLPLQLVKLQJ¿QDQFLDOVXSSRUWIRU
higher education from the government and from society. There is also an absence of a well-informed reform agenda
for higher education in India.

Quality Dimensions of Indian Higher Education

As we know that quality in higher education means the educational process is such that it ensures students to achieve
WKHLU JRDOV DQG WKHUH E\ VDWLV¿HV WKH QHHGV RI WKH VRFLHW\ DQG KHOS LQ QDWLRQDO GHYHORSPHQW 4XDOLW\ DVVXUDQFH
in higher education is today the top priority of the policy agenda. Post- secondary education needs to prepare
graduates with new skills, a broad knowledge base and a wide range of competencies to enter a more complex and
interdependent world. Quality is a multi-dimensional concept and several mechanisms for quality assurance and
management at individual and institutional level are [Link] has to be the concern of all institutions and
H[FHOOHQFHZLOOÀRZIURPJRRGTXDOLW\LQVWLWXWLRQVDQGDSSURSULDWHJRYHUQDQFHVWUXFWXUHV+LJKHUHGXFDWLRQ +( 
LQ,QGLDKDVH[SHULHQFHGDQXQSUHFHGHQWHGH[SDQVLRQDFFRPSDQLHGE\GLYHUVL¿FDWLRQRIWKHVHFWRU7KHXQSODQQHG
expansion of the sector poses challenges for enhancing and maintaining quality. At present, there are wide variations
in the quality of higher education institutions in India.
India has one of the largest systems of higher education in the country, with more than 700 universities, 37,000
FROOHJHVDQGDQHQUROPHQWRIPRUHWKDQFURUHVWXGHQWV,QGLDQXQLYHUVLWLHVGRQRW¿QGDSODFHLQWKHWRSSRVLWLRQV
in the global ranking of universities. Even the top ranking institutions of India appear low in the global rankings.
The Indian higher education system has expanded and will further expand. This is in response to the increasing
social demand for higher education. However, a major share of this expansion has taken place through the private
institutions. The quality of facilities and teaching learning process in these institutions is far from satisfactory.
Quality improvement in higher education has been initiated through restructuring academic programmes to ensure
WKHLUUHOHYDQFHWRPRGHUQPDUNHWGHPDQGV&RPSOHWHUHYDPSLQJRIWHDFKLQJOHDUQLQJPHWKRGVIURPLQVWUXFWLRQDQG
rote learning to interactive process that encourages creativity and innovation and is based on compulsory seminar
tutorials is being advocated in the universities and colleges. Thus, quality dimension is an essential ingredients for
achieving purpose of higher education.

Improving Structure and Quality of Assessments

There are different ways in which students are tested in the higher education systems across the country. The higher
education sector uses learning assessment data as an accountability measure for quality education and to guide
educational reform. The relationship between quality education and assessment of learning is symbiotic. While
system level student achievement data represents an outcome of an effective system, it also serves as feedback
information for directing the work of improving quality. Assessment results are a critical tool for promoting
accountability and for improving effective system functioning (OECD, 2015). In Indian higher education system
written examinations play major role in assessing the learning and awarding of grades to the student. Universities
and colleges give highest weightage to the outcomes of the written examinations in overall grading. Questions
UDLVHGLQWKHH[DPLQDWLRQWHVWSDSHUVSOD\DQLPSRUWDQWUROHLQGH¿QLQJWKHOHYHORIOHDUQLQJWKHVWXGHQWLVH[SHFWHG
to achieve in the courses and hence in the program. Since, assessment drives learning, the design of question
 5

papers need to go beyond mere test of memory recall. They also need to test higher order abilities and skills.
Written examinations assess a very limited range of outcomes and cognitive levels. Particularly in the courses,
ZKHUHFRXUVHRXWFRPHVFRYHUDEURDGUDQJHRIH[SHFWDWLRQVZULWWHQH[DPLQDWLRQVDORQHZLOOQRWEHVXI¿FLHQWWR
make valid judgements about student learning. A wide range of assessment methods (example; term papers, open
HQGHGSUREOHPVROYLQJDVVLJQPHQWVFRXUVHODESURMHFWUXEULFVSRUWIROLRVHWF QHHGWREHHPSOR\HGWRHQVXUHWKDW
assessment methods match with learning outcomes.

Suggestions for Improving Examination Patterns in Higher Education

There are always questions in the minds of students and parents about the criteria and process of marking answer-
VKHHWV IROORZHG E\ WKH HGXFDWLRQ %RDUG8QLYHUVLW\ 7KH HYDOXDWLRQ FULWHULD VKRXOG EH WUDQVSDUHQW DQG LQ SXEOLF
domain. After every public examination and open access website should show item-wise expected items and other
performance analysis. This could be in the form of a blog in which parents, teachers and students can share their
comments and feedbacks. Many countries have discontinued the system of giving marks and grades and instead
JLYHVFDOHGVFRUHVDQGSHUFHQWLOHZKLFKLVWKHPRGHUQVFLHQWL¿FPHWKRGWRSURYLGHDFFXUDWHUHVXOWVRIODUJHVFDOH
H[DPLQDWLRQVOLNHWKH8QLYHUVLW\%RDUGH[DPLQDWLRQV,QGLDQKLJKHUHGXFDWLRQV\VWHPVQHHGVWRGRWKHVDPHWKLQJV
DVVWDWHGDERYH6FDOHGVFRUHVDQGSHUFHQWLOHVDGMXVWIRUWKHYDU\LQJGLI¿FXOW\RITXHVWLRQVDQGWHVWVDQGSURYLGH
comparable results across students, states and even years.
The evaluation of a student should not depend entirely on performance in end of the year examination. Weightage
needs to be given to performance in periodic tests, classroom participation and quality of assignments throughout
the year, for which objective and transparent criteria need to be laid down. And also the performance of a student
VKRXOGQRWEHMXGJHGRQO\E\UHVXOWVLQWKH8QLYHUVLW\%RDUGH[DPLQDWLRQV&UHGLWVKRXOGDOVREHJLYHQWRRWKHU
innovative approaches of assessments and evaluation. The process of continuous evaluation should be transparent
and the result should be shared with students and parents. As we know that India is a large country. There are wide
variations in the quality of education facilities, competence of teachers, social background of and opportunities to
students. It is unreasonable to expect that all students should demonstrate the same level of competence in each
subject in order to reach the next level of education. The new concept of evaluation, as expounded by Bloom and
in the workshops conducted in India by him, had to be valid, reliable, objective and practicable. This meant that the
written examination had to become a valid and reliable measure of educational achievement. But other important
aspects of a student’s growth which could not be measured by written examinations had to be tested by observation,
oral tests and practical examinations.

Conclusion
Examination reforms in India are highly essential for quality and excellence in higher education systems for
upcoming generations. The broad objectives of higher education are to provide knowledge and skills, create a spirit
of inquiry, and instil values to become a good human being and a good citizen. Higher education has special value in
the contemporary knowledge society which contributes both directly and indirectly to the prosperity of a nation. The
present higher education system in India has grown in a remarkable way, mainly in the post-independence period, to
become one of the largest organisation of its kind in the world. The sole objective of Indian higher education system,
as it has evolved in the last few decades, appears be to prepare students for the [Link] Indian examination
V\VWHPLVFULWLFLVHGRIWHQZLWKVRPHMXVWL¿FDWLRQWKDWLWVXIIHUVIURPHYHU\PDOSUDFWLFHKXPDQLQJHQXLW\FDQWKLQN
of. Papers are leaked, copying is rampant, examiners are compromised, and mark sheets manipulated. Many
initiatives have been taken to curb examination malpractices. Shift to objective type and multiple choice questions,
bar coding of answer sheets to protect student identity, strict vigilance and video recording at examination centres
to prevent copying, grading instead of aggregate marks, computerized tabulation and preparation of mark sheets,
online announcement of results have helped in improving the system. So, the quality and standards of Indian higher
education institutions need to be upgraded systematically and sustained at a high level through rigorous screening,
innovation and research, recognition of excellence and creativity.

References
 6 Examination Reforms for Quality Higher Education in India: Challenges and Opportunities

Anderson, L.W., Krathwohl, D.R. , Airasian, P.W., Cruikshank, K.A., Mayer, R.E., Pintrich.
P.R., Raths, J. & Wittrock, M.C. (eds.) (2001). A taxonomy for learning and teaching and assessing: A revision of Bloom’s
taxonomy of educational objectives. Addison: Wesley Longman.
Bloom, B. S., Engelhart, M. D., Furst, E. J., Hill, W. H. & Krathwohl, D. R. (1956). Taxonomy of educational objectives
handbook-I: Cognitive domain. London: Longman Group Ltd.
Government of India, Ministry of Education. (1949). Report of the University Education Commission (1948-1949), New Delhi:
(Author).
Government of India, Ministry of Education. (1953). Report of the Secondary Education Commission (1952-1953). New Delhi:
(Author).
Government of India, Ministry of Education (1966). Education and National Development, (1964-66). Report of the Education
Commission, New Delhi: (Author).
GOI, Department of Education (1986). National Policy on Education. New Delhi: (Author).
GOI, Department of Education (1992). Programme of Action- National Policy on Education-1986. New Delhi: (Author).
GOI, Department of Education (2016). National Policy on Education: Report of the Committee for Evolution of the New
Education Policy, New Delhi: (Author).
Kumar, A. (2018). 5HÀHFWLRQRQKLJKHUHGXFDWLRQ. Raj Publications, New Delhi. 174-185.
NCERT (2005). Position Paper National Focus Group on Examination Reforms1HZ'HOKLKWWSZZZQFHUWQLFLQQHZQFHUW
QFHUWULJKWVLGHOLQNVSGIIRFXVBJURXSH[DPLQDWLRQBUHIRUPVSGI
OECD, (2015). Evaluation and assessment to improve student outcomes. Education Policy Outlook 2015 Making Reform Happen,
pp. 93-104. OECD Publishing.

View publication stats