This is in response to the write up titled”Alternate Examination System” by Dr Nazir Ahamd Gilkar published in GreaterKashmir on 13th of April 2020. The author stresses the need for an alternateexamination system to re-imagine the education in the 21st century. The writeup offers an opportunity to review the existing examination system in and out.It is believed that the reformation in examination practices could reform theacademics in totality. The deliberation upon the write up is important forfollowing reasons:
We live in the world of uncertainties whichhas left indelible marks on every sector, and education is no exception. Bothteachers and students have turned out to be the clueless stakeholders, havingno say in the knowledge economy. Recently, the government has announced masspromotion for students enrolled in school education department. It is allbecause our teaching learning process is limited to classrooms only. What ifthe lockdown is stretched over for a session or more? In such situations, HomeBased Open Book Examination System carries weight and deserves a dueconsideration to make the exercise interesting for both students as well asteachers.
The fact is that under Home Based Open BookExamination, some creative or situational questions would be given to examineesfor finding solutions to. The open book examination system would guide them toconnect academic dots to make teaching learning a fascinating exercise, andalso enable students to make sane decisions in real life situations. If teaching is truly aimed at developing theskill of critical and creative thinking, the system is seen instrumental inhitting the target.
With such academic reforms, the strategiesand pedagogies used by teachers for teaching in classrooms will also take a ‘U’turn. The teaching learning process would target the activities likerole-playing, group discussions, case-studies, assignments to students, regularopen book tests in classrooms and so on. Teaching would become a training toolof the minds instead of just pumping information into them that dies out afterfew days.
The paradigm shift from the conventionalsystem to the alternate one is not easy. The reform would have an impact on theteachers and students, the examination practices and the evaluation procedures.The teachers and students have grown up in conventional system of teaching learning process for decades now. Thus, it has become difficult for them toaccommodate and sustain themselves in the knowledge economy, characterized byglobal and technological advancements. Thus before getting ready for the changethe need is to devise the strategies to be well-befitting for the system.Proper orientation and development of teachers is imperative in order to equipthem with the modern pedagogic techniques for an effective deliverance in theclassroom. The examination process needs to be modernized to equip teachers andstudents with innovative thoughts to tackle real world problems. This isbecause the questions framed in open examination system will not be based on ‘What’, ‘Explain’, ‘Describe’ but thealternate system allows restructuring questions in such a way that bothaptitude and decision making power of students would be screened outcomprehensively.
Open book examination system is usuallymisunderstood by the people, it is thought as simple copy paste activity frombooks to answer scripts. So it is the moral duty of academy to aware thestakeholders about the alternate system of examination with in and outside.
The write-up, although advocating thesystem for higher education, can have implications for senior secondaryeducation and examination system as well. Out of the five subjects at seniorsecondary level, one can be reserved for open book exam system in order togroom the students and thus prepare them mentally for their would-beteaching-learning process. The system, where the culture is to score highergrades and where the memory is preferred over mind, is not going to help usmaintain pace with the academic standards of advanced societies.
The article does not detail out theremedies for the limitations of the system. With due regards to the author, Iwould venture to suggest a few remedies here: The system may be fool-proof byframing difficult, situational and pragmatic questions which cannot have readymade solutions available in the textbook, and for that matter which has qualityto repel the raw hands.
Open book examinations can create anintellectual atmosphere for both the students and teachers. If properorientation is ensured the change is inevitable. Two year degree courses havegot completed in three years and three year degree courses in four years. Lossof one academic session for a student is tantamount to dying before one year.Although the closed book examination system can never be replaced, the utilityof home based open book examinationsystem can not be rejected especially in the circumstances we are facing. Theonly requisite force to turn this dream into reality is the academic will.
Whether it is conventional system ofexamination or the alternate one, the communication between the teacher andlearner is imperative. Goggle class rooms and online lectures via zoom cloudapp. etc., are just tools to keep the teachers and the students busy. But,unfortunately, what learning outcome they fetch is subject matter of none. Thesystem is not going to work under 2G or below network. To have hassle-freecommunication between the teacher and student, it would not be wrong to suggestthat the selective online platforms accompanied with satisfactory internetspeed should always remain active for educational purposes even at times wheninternet bans are advisable.
The students when tested under this schemeare expected to get lower grades. Withthe result their morale to compete with their counterparts in a country, whereacademic grades are the criteria for selection to various offices andinstitutions, may get harmed. Yes, it would be a different ball game ifintroduced across the country that is what LOCF has also suggested.
The author is Commerce Lecturer at Govt. Higher Secondary Botingoo, Sopore.