Abstract
The paper presents a critique of evaluation in Higher Education in the light of transparency, accountability and comparability at Higher Education Stage. It is observed that prevalent fallacies in the evaluation process restrict the comparability of scores achieved by the degree-holders; in this, lack of correspondence in the instructional objectives, curricular modes of transaction, evaluation criteria and needs at the societal level come into picture. It is asserted that use of randomizers for appointment of examiners at the State/National Level is the need of the hour. Suggestion is made that innovations in examination process be carried out by C.B.C.S. and Universities and institutions of eminence be tried out at the higher education level; this may help break the tedium attending education processes at the higher education level.
Highlights
The paper presents a critique of evaluation in Higher Education in the light of transparency, accountability and comparability at Higher Education Stage
It is observed that prevalent fallacies in the evaluation process restrict the comparability of scores achieved by the degree-holders; in this, lack of correspondence in the instructional objectives, curricular modes of transaction, evaluation criteria and needs at the societal level come into picture
Higher Education Valuation: Transparency, Accountability | 13 accountable? Who will bridge the gaps amongst AICTE, NCTE, Bar Council, NAAC and the society? The question is worth considering
Summary
A large number of professional institutions have been opened in India during the previous decade; these are duly recognized by the apex Councils, namely, AICTE and NCTE. The NAAC has laid down a condition that if on accreditation a Teacher Education Institution does not obtain a minimum of specified Grade on the nine point scale, neither can it offer additional courses nor can it add new student units to the program. The comment is extended to state that we do not know what it is that the degrees represent It has been observed from pre-primary education to higher education that there are wide gaps and differences amongst educational instructional objectives, curricula, modes of transaction and evaluation. Media and techniques need to be integrated for employing compatible modes of transaction and there should be correspondence amongst objectives, curricula, modes of transaction and criteria for evaluation
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