One of the infinite paradoxes that haunt CBSE is its attitude to the
assessment of English. A student in Kerala was awarded 100 marks in all
subjects except English in the last class 12 examination. There may be other
such students too but my information is confined to this case for now. My first
question is why the student was deprived of one mark in English? [The other
questions will follow soon.]
I have been an examiner of CBSE for two decades now. I have never
succeeded in comprehending the Board’s claim to “objectivity” in assessment. The Board gives an astoundingly protracted set
of instructions to the examiner before the evaluation process every year in
order to ensure “objectivity”. But don’t you dare to follow those instructions!
If you do, you become an outdated gargoyle stuck up on a post-truth façade.
Why? [That’s the next question.]
Why? Those instructions are only meant to help you to award marks liberally.
Almost any answer can be accepted as right if you look at those instructions.
Be liberal. Be generous. This is the sum of all those instructions. Then why do
we need all these instructions? That’s the next question.
We need these instructions in order to cut down that one mark from the
student who threatens to jettison the sacred convention of not awarding 100
percent to English. You can always find a clause or sub-clause with which you
can slash half a mark here and another half there so that the perfect 100 loses
its crown. Why does the Board do that?
Honestly, I have never figured out. The only answer given by CBSE’s ‘experts’
is that language can never be so 100 % perfect. “Language is also about style,
Mr Matheikal,” one expert told me once. Of course, it is. I nod my head. So
what? Which style is perfect? How do you judge that?
The truth is that the Board has no genuine answer to that as well as
many other problems related to assessment. 100 percent in mathematics or
physics doesn’t actually mean that the student has perfect mastery of those
subjects. When it comes to English, however, perfection matters! Strange?
It is strange. But I have never been an advocate of excessive
magnanimity in valuation of answer sheets. I detest the entire process which is
a worship of mediocrity. Just this morning a senior secondary teacher of CBSE answered
me with this message on WhatsApp to a related question: [My response is also
there.]
All the twenty plus years that I have been an examiner, I have grappled
with this enigma: why is every system [I was an examiner with other systems too
before joining CBSE] tilted in favour of the mediocre? Why does the world
belong to the mediocre so blatantly? The answer, we all know. Another teacher
in the above-mentioned WhatsApp group reiterated it:
That’s it. Clear enough.
Now the question why English cannot be awarded 100 still remains a
mystery. I hope some genius of CBSE or any other Board will condescend to
enlighten me on this.
Next question is what the above WhatsApp comment implies without
subtlety. Why is the English assessment system of CBSE is perpetrating this
terrible injustice against the brilliant students? When it awards 98% to a
mediocre student and cuts down the 99 of the brilliant one to 98 because 99 is meant
only for the rarest of the rare [that’s what really happens at the evaluation
centres, believe me], it is being shamelessly discriminatory against
brilliance. This is one thing that I have never understood all these years that
I have been an examiner.
Let me end this apparent diatribe on a personal note. During the
evaluation process a few months back, I awarded 99 marks to a candidate whose
answers revealed outstanding understanding of the literature lessons and a
mature grasp of the social reality in the writing section. I decided to ignore
the few minor grammatical errors; they were insignificant anyway in comparison
with the content. But my Supervisors cut down one mark because of those
grammatical errors. Yet another brilliant student merged into answer sheets
that carried endless grammatical and spelling errors and, worse, seriously
inferior content but scored 98!
Inferiority of the content is what really bugs me. Serious thinkers are
always sidelined in this world that worships mediocrity. Why? That’s my last
question. I know the answer. The above WhatsApp comment gives the answer. We
all know it too. I’d like to put it this way, however: We’re scared of
intellectual brilliance.
The problem is not just with English, it's with all Arts or creative subjects, where we don't have a quantified matrix to follow. In mathematics and science, it's easier.
ReplyDeleteExcellence or lack of it in creative domains is always a matter of opinion. There can always be a few reasons why something is good and a few other reasons why the same thing is not up to the mark.
Tough call. The problem can be solved to some extent if we have a quantified matrix for evaluation. Start with 100% for every student. Deduct a fixed score for mistakes like in spelling, grammar, syntax etc. There will be no doubt why a student lost some marks.
That eliminates subjective interpretations of a piece of writing. And it's possible for someone to score 100%.
But if one has to evaluate aspects like solidity of an idea, its flow along the passage, clarity and crispness of composition, etc., it's difficult to have a template for evaluation; and opinions are bound to vary depending on who is making the judgement.
I understand the arts and humanities subjects facing the same problem. After all, how objective can these subjects be? If we make the assessment of a subject like literature objective, the whole essence of the subject will be lost.
DeleteBut is excellence really just a matter of opinion? I'm not sure. Aren't there a lot of things whose excellence will be commonly accepted and agreed upon?
Another issue is about deducting marks for mistakes. Tough to put into practice. In effect,it won't be different from what we are doing now.
I feel that our obsession with scores as the only way to determine a student's merits should be eradicated. Let there be exams. But there should be something more that explores a student's love for the subject, creativity with it, dexterity with it, and so on.
I’m glad to see that teachers are talking about this. I had shrugged this matter off with the fact that these marks are no indicators of a student’s skill. In fact, when the subject papers of math/science are tougher than usual, their marking is also made lenient isn’t it? In my year the math paper was that way, and I remember being elated for having done well in spite of the tough paper. But the ones who hadn’t done so well had the same marks as mine.
ReplyDeleteAnyway, like you mentioned, it is best to not obsess over the scores alone to determine a student’s merits. :)
I can very well understand your feeling about being placed at par with another student who never did well in the subject that you loved much and happily performed well in spite of the exam being tough. Obviously the assessment system fails when that happens. This tilt in favour of the average becomes a painful tilt against the gifted. It's unfair. It's unfair especially because the average always find a way of getting ahead in life by hook or by crook while the gifted often don't know those tactics. I have been a teacher for decades and have watched the brilliant ones struggling to move on in spite of their brilliance because the world is governed by the mediocre. This is painful especially when you are a victim of the system yourself.
DeleteWhat's elaborated by you applies to the evaluation of the answer-sheets of the theoretical subjects also. The last line of this post is quite apt. This is the harsh reality of India (at least). Brilliance and genius are scared of and therefore, kept at bay.
ReplyDeleteMany countries have already changed traditional approaches to assessment. There are so many other ways that can check a student's aptitude and skills. Projects, for example. But we in India will find ways of subverting that too.
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