The Examination System 

The term Education has evolved from it’s dictionary definition over the years in quite a dreadful fashion. The measure of an individual’s knowledge and skill were now confined to their scores on a paper whose structures had been adopted from a failing system, namely the examination system. 

It would be no exaggeration to say that the situation is so dire that the education system must be pressured to bring reforms in curriculum and evaluation processes undertaken by them so as to tap the potential of the youth.

The Indian education system evaluates performance and excellence solely on examination scores. The way our exam system is designed, by large, is nothing but a metric of how well a student can memorize facts and concepts. It does not incentivize understanding a concept, just mugging it up spells disaster as it ignores the elements of independent critical thinking and problem solving skills that would truly set the skillful student apart from the rest.

This emphasis on being able to mug up textbooks and then word-puking them onto the answer sheet has a whole host of problems. The most obvious is that students never truly gain practical, applicable knowledge or skills, or even an idea of how to navigate the real world.

This emphasis on scoring on the basis of rote learning induces an exam-phobia in students.  While some might navigate this scoring system by staying up until unholy hours, noses buried in textbooks and notebooks, many might turn to the infamous practice of cheating. I don’t intend to imply that cheating is an unavoidable rite of passage in school life- but it can’t be denied that it is an unintended consequence of how we have designed our exams and how we measure academic excellence.

To add onto the issue, I find the papers to have poor content coverage and the questions posed to the students to be subjective in nature. Poor content coverage leads to students learning the syllabus collectively instead of learning it comprehensively and the subjectivity of the questions poses a tough time for the students as they would perceive questions and would write differently. The final nail in the coffin is the lack of theoretical tasks and assignments which make the students have poor aptitude when it comes to basic skills.

The Indian Examination System was derived from the existing British system.even after seventy five years of independence we find ourselves following the principles of that institution. Perhaps it is high time that we transform the way we impart education and measure excellence in a much more holistic way

Adithy Praveen

FY Bsc. Economics

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