Ensuring greater objectivity in school-based internal assessment

Your attention is drawn to Board’s earlier communications related to school-based internal assessment in the subjects of Mathematics, Social Science and Science at Secondary stage. You may be aware that the scheme was introduced in class X from March 2006 Examination in the subject of Social Science and from March 2007 Examination in Mathematics and Science. The scheme in the subject of science refers to school-based practical Examination for 20 marks.

You will appreciate that practical work, activity work, project work, assignments etc. occupy a central place in the constructivist approach of teaching-learning process recommended in the National Curriculum Framework 2005. The whole purpose of introducing the concept of internal assessment is to make curriculum transactions more learner-centered, interactive, exciting, life related and fun-filling experience. This is certain to promote interest for the subject, make learning permanent and also enhance academic attainment of the students. The scheme, however, demands clear understanding of the need, importance and significance of the whole exercise and putting in additional efforts to implement it in the right earnest.

An analysis of results in these subjects for the years 2006 and 2007 examination indicates that the internal assessment by many teachers in different schools in respect of a very large number of students bears very little correlation to the levels of learning outcomes as judged by their performance in Board Examination in the corresponding subjects. The Board has viewed this phenomenon with grievous concern since it renders the fundamental merits of the change in paradigm questionable. This defeats all good objectives that motivated these interventions. Instead of establishing that the internal assessment has been continuous and comprehensive it has manifested a very huge divide by failing to reflect the internal efforts of the school in the external result. The Board has taken a very serious view of such trends and it is brought to the notice of all schools and concerned teachers that the Board will keep a close watch on such discrepancies and may resort to downscaling of inflated marks awarded as internal assessment. The Board reserves its right to demand all relevant documents including answer-sheets and other records related to school-based assessment and explain the discrepancies. A separate communication is also being issued to the schools which have been identified to be awarding inflated marks by a committee constituted by the Board.

The detailed procedure and the break-up of different components of internal assessment in different subjects has already been communicated to all the affiliated schools through earlier communications. It may be recalled that Circular No. 05 dated 7th April, 2005 clearly stated that besides assignments and project work, a weightage of 10 marks be given to formative and summative assessment in the form of unit tests, term test and class IX final examination in the subject of Social Science. Similarly, Circular no. 14 dated 29th June, 2006 stated that besides project work for five marks and a formal year-end examination on activity work for 10 marks, a weightage of 05 marks be given to formative and summative tests (continuous assessment) in the subject of Mathematics. The inflated marks awarded in internal assessment in these subjects indicate that these guidelines have not been followed by many schools in the right earnest. It is also observed that in the subject of Science, though there is a good correlation between marks obtained by candidates in theory examination and practical skill based MCQs examination, the marks obtained by candidates in school-based hands-on practical examination appear to be on a much higher side in large number of cases. The Board has again taken a very serious view of such trends.

Keeping in view the above observations, it is again reiterated that maximum attention and care be given to make the process of school-based assessment as objective as possible. Any lapses on the part of schools in this regard will be viewed seriously and strict action is likely to be taken against erring schools or individuals. Every school is also required to maintain detailed record of the practical work, project work and assignments for a period of six months. The same may be inspected by the Board, if need be.

Personal monitoring of the process of internal assessment on the part of head of the school will certainly add immense value to this academic endeavour of utmost significance and importance.