Examination reform in India || Examination reforms up to secondary level || Examination Reforms in school Education

1. Examination Reforms
up to secondary level
Presented by:
Md. Gulam Husain
Roll No. 16BED-22
Department Of Education
AMU Kishanganj Centre

2. Contents
 Introduction
 Recommendations of Mudaliar
commission
 AICSE & CEU
 Recommendations of Kothari
commission
 Recommendations of NPE
 Implementation of CCE
 Conclusion

3. Introduction
 Examination is an official test that shows
student’s knowledge or ability in a particular
subject.
 Our examination system only measures lower
level cognitive ability not affective as well as
psychomotor ability.
 Our traditional examination system is not
able to measure creativity, wisdom, honesty,
determination, confidence, love, sensitivity
etc.

4. Mudaliar
Commission(1952-53)
 Mudaliar commission or secondary education
commission made the following
recommendations in regard to examination
reform:-
 The number of examination should be
reduced.
The element of subjectivity in essay type
tests should be minimized.

5. Cont…
Use of objective type tests.
Grading system should be used.
There should be only one public examination
at the completion of secondary school course.
There should be provision of compartmental
examination.

6. AICSE
 After the mudaliar commission submitted its
report to the union ministry of education,
All India council for secondary education
(AICSE) was established to implement the
mudaliar commission recommendation.
without loosing the time ,AICSE organized a
seminar on “Examination reform” at Bhopal,
22-29, Feb 1956.

7.  Besides other recommendations for
improving examination ,the seminar also
recommended the creation of an expert body
“ Central examination unit” to work on
examination reform.
CEU established by ministry of education
and it invited Dr. Benjamin S. Bloom (chief
examiner of university of Chicago) in 1957.

8. Dr. Bloom met with Indian educationists,
educational administrators in different parts
of the country and worked with 300 school &
universities teachers in seven workshop.
CEU started on 13 Jan 1958 as a pilot unit
with 5 officers within AICSE.
10 more officers joined CEU in Aug 1958
after training in university of Chicago by Dr.
Bloom.
In 1961 , establishment of the NCERT ,CEU
became its part.

9. Kothari commission(1964-66)
Recommendations regarding examination
reform:-
New approach to evaluation will be attempt.
Evaluation of scholastic & non-scholastic
aspects of students’ personality.
Question paper should be based on Bloom’s
taxonomy.

10. National Policy on
Education(1986/1992)
Recommendations regarding examination
reform:-
The elimination of chance factors and
subjectivity.
De emphasis on rote-memorisation.
Effective use of evaluation process.
Continuous and comprehensive evaluation.
Use of grade in place of marks.
Improvement in the conduct of examination.

11. Implementation of CCE
• CBSE had introduced & implemented CCE in primary classes (I to V) doing
away with the terminal examinations2004
• The Board decided to extend CCE to classes VI to VIII2006
• India’s HRD Minister, Mr Kapil Sibal introduced CCE
methodology for CBSE schools while making Class X
board examinations optional
2008
• The CCE pattern took almost a year to get rolled out, and
was actually implemented from September 2009 for
students in IX standard
2009
• CCE to extend to class X while making board exams optional2010

12. Recent examination reform by
BSEB
 In 2010, BSEB changed the examination
pattern for 10+2 as:
40% objective questions in OMR Sheet &
60% subjective questions.
 In 2018,10th &10+2 public examinations will
be held as:
50% objective questions in OMR sheet &
50% subjective questions.

13. Conclusion
 Present examination system causes stress
among students, so there should be
flexibility in examination pattern & forms.
• Examination should not be made burden on
students.
 Examinations should be conducted to bring
out qualitative improvement in students’
behavior.

14. Thank You