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CBSE-evaluation controversy: Are evaluation illiterates running the examination boards in India?
In a recent selection for high school science teachers of a private school, for short-listing the candidates - who all were post-graduates with teacher training degrees and three years of teaching experience - were tested on the objective test portion of grade ten science question paper with test items taken from the examination board examination of last five years.

The prospective teachers scored marks between 30 to 60 per cent in the test while in the board examination of Class X, all of them had scored more than 80 per cent marks.

While making the final selection, the dismal performance on the content mastery of grade ten science by candidates with post-graduation degrees in science got discussed and it was gathered that either the board's test papers were of 'low reliability' which have failed on 'test-retest' design of reliability test or both education and examination systems have got 'vitiated'. If this is taken as the reality check, it reveals that our evaluation and certification mechanism is already 'unreal and unreliable'.

One selection board member went to the extent of saying that even if the so-called 'evaluation experts' of the examination boards were tested on 'evaluation literacy', they all would fail since they are not 'certified evaluators' themselves and they are also of product and part of the same 'vitiated system'.

The moderating, compensating and inflating marks for 'cross-boards parity' by the CBSE is very indication that the tests were neither valid nor reliable. The faulty evaluation instruments should not be glossed over with some unfair measures of post-evaluation rationalization and compensation instead of putting one's own house in order.

If an 'evaluation of the evaluation itself' is taken up to train and educate the officials and functionaries of all the examination boards in how to make their evaluation instrument precise, valid, reliable and fair, it would be better than the patchwork of rationalization, moderation, inflation and compensation.

Many times I wonder that why don't we view education as a teaching, learning and evaluation continuum and go for total quality evaluation of education of which student's academic achievement is a part.

Everyone should be educated in the continuum including the examination boards to first establish an intrinsic validity of their performance as learned-evaluators, I feel.

Editorial NOTE: This article is categorized under Opinion Section. The views expressed in this article are solely those of the author and do not necessarily represent the views of In case you have a opposing view, please click here to share the same in the comments section.
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