Here the underlying question is, who shall assess? Shall it be someone internal to the teaching situation (e.g. the teacher) or some external assessor? Some one who knows the student or some one who does not? Everyday formative Assessment will almost by definition, be internal assessment performed, chiefly, by the teacher as part of his teaching, though he is not the only one who contributes here, other teachers, the students, and the students colleagues will all help him through their informal assessment.
Internal assessment is often called “Home examination”, “Class room test” or “Teacher made test. There are the assessments for which all the arrangement are made by the teachers of the same institution. It’s main aim is to evaluate the progress of students in different classes at different levels.
Teachers themselves frame the question papers, take the exam, examine the answer scripts/answer copies and decide about the Fail/Pass of the students.
Objectives of Internal Assessment:
Following are the objectives of
(i) To evaluate the Mental Nourishment of students.
(ii) To estimate the student’s educational progress, speed of achieving and ability of learning.
(iii) On passing the internal exam, promotion is given to next class.
(iv) Internal assessment create the competing environment, which make pleasant effects over the educational achievements.
(v) Students and teacher both know the status of each student, who is leading and who is lagging and how much.
(vi) Teacher evaluate his progress and his teaching methods and try to over came his weakness.
(vii) It evaluate the particular curriculum for a particular class.
(viii) Parents of the students are informed about the progress of students so that they can care for their children.
(ix) Teacher can group the students according to Ability, Hardwork, Intelligence on the basis of the result and make arrangements for weak students’ betterment.
(x) Result of these test work as motive for further study and encourage or admonish the students accordingly.
(xi) It fulfills the objective of learning and retaining it for along time.
(xii) Teacher knows the hidden abilities, capabilities, desires and interests of the students, and became able to guide them accordingly on the basis of there.
Types of Internal Assessment:
(i) Following are the types of Assessment
(ii) Daily Test
(iii) Weekly Test
(iv) Fortnightly Test
(v) Monthly Test
(vi) Three monthly or Terminal Test
(vii) Annual exam or Annual Promotion Test
(viii) Entrance Test or admission Test
(i) It is direct, flexible and can easily be tied with the unit of instruction.
(ii) It is economical in terms of time and money and can be conducted frequently.
(iii) There is little scope of mal-practices and the students get satisfaction (by receiving back their scripts) that they have been accurately graded.
(iv) It permits the use of a variety of evaluation tools and the results can be used for the improvement of teaching learning processes and providing remedial teaching.
(v) The student accepts it as of a variety of evaluation tools and the results can before the improvement of teaching learning processes and providing remedial teaching.
(vi) The student accepts it as part of teaching learning process and faces it without squirm or fear.
(vii) It provides essential date for the cumulative record, for grouping students according to their ability, and for reporting to parents as well as for making decisions with regard to annual promotion.
(viii) It has content validity and scares are sufficiently reliable.
(i) Every teacher is not competent to construct and use these techniques of evaluation.
(ii) Internal assessment tends to lead to indiscreet comparison of students.
(iii) It is not possible to apply internal evaluation in respect of thousands of private candidates.
(iv) Teacher can yield to local pressures.
(v) Grades will vary from school and will not have uniform significance.
(vi) Pupils and their parents have lessor faith in internal evaluation.
(vii) Teachers having freedom of evaluating their own students, may tend to be lax in covering the prescribed syllabus.
External Assessment is organized and conducted through standardized test, observation, and other techniques by an external agency, other than the school.
Process of External Assessment Conduct
(i) Selection of paper setters and reviewers.
(ii) Setting and moderation of question papers.
(iii) Printing and packing of question papers confidential nature of printing work.
(iv) Selection of examination centres
(v) Appointment of superintendents and invigilators and staff for the fair conduct of examination at centres.
(vi) Supply of stationary to centres.
(vii) Distribution of question papers to examinees under the supervision of the centre superintendent.
(viii) Posting of police personnel at the centres.
(ix) Packing of answer scripts and sending them to Board’s office or examining body’s office.
(x) Deployment of special squads for checking unfair means.
(xi) Assignment of fake of fictitious or secret roll numbers to answer books at the Board’s office.
(xii) On the spot evaluation at some specified centres where head examiner and examiners mark the scripts.
Importance & Objectives of External Assessment:
(ii) A standard
(iii) To make distinguish
(iv) Comparison of abilities.
(v) To evaluate the progress of Institution
(vi) Selection for Higher education
(vii) To get employment
(viii) Popularity/Standard of educational institution.
(ix) Selection of intelligent students.
(xi) Evaluation of teacher’s performance
(xii) Evaluation of objectives and curriculum.
(xiii) Creation of good habits in students
(xiv) Satisfaction and happiness of parents
De-Merits of External Assessment
(i) Use of unfair means in the examination hall.
(ii) Just pass the exam/toget degree
(iii) Partial curriculum is covered
(iv) In complete evaluation of personality.
(v) Un reliable results.
(vi) Use of helping books & guess papers.
(ix) Exams without specific objectives.
(x) Negative effect/Impact on the students.
(xi) No attention over research.
(xii) It is time consuming.
(xiii) Pet questions are respected
(xiv) Standards vary from Board to Board and University in the same year.
(xv) Marking is not up to the standard.
Suggestions for Improvement:
(i) Comprehensive Evaluation
(ii) Employees of examining bodies to be controlled.
(iii) Invigilating staff.
(iv) Secrecy sections should be fool proof.
(v) Appointment of Examiners
(vi) Change in examination point of view, It should not be objective, It should be mean to achieve objectives.
(vii) Reform in question papers.
(viii) Marking of Answer Scripts.
(ix) Ban on helping books and guess papers.
(x) Amalgamation of Internal and External exam.
(xi) Oral test should be taken.
(xii) Amalgamation of subjective and objective type test.
(xiii) Record of students.
(xiv) Question paper should be based on curriculum rather than text book.
In-spite of these flaws both are necessary for the betterment of education system. Internal assessment prepares the students for external Assessment. Therefore we can’t avoid any one. But we have to replace/remove the negative points from these to make more effective to these systems.