Are (written) exams and marks testing the real learning?

(Assuming: Exam in this blog means written exam)

In a system, the basic components are: setting a goal, planning, strategy (selection of the best plan from the alternatives), implementation, evaluation and correction. This goes on in a cyclic matter in order to attain more and more perfection. Here evaluation is a critical component for those who consider continuous improvement in a process in the system. It is doing the gap analysis- how much is the actual deviated from the target? Hence evaluation cannot be ignored while measuring the performance of any system.

Exams! (Source: mnjovu Tanzania blog)

Exam is an evaluation for a student’s performance; his (her) learning. Marks are the tool for the evaluation. Thus these two are inevitable. But how much we should rely on exams and marks is a big question?

We can classify students into three categories.

1. those who are very keen to learn
2. those who are forced to learn
3. those who will not learn even if they are forced to learn

For the first category, the evaluation process does not matter as they are always on track in terms of learning. Interestingly, the last category are also not worried about the evaluation process as they are pre determined not to learn anything or their interest may be in some other subjects other than what they are learning.

Here, the discussion is about the second category- those who are forced to learn. In a typical class, these students constitute more than 80% and are chances to bring them to the first category or they can fall to the last category. Exams are killing the real learning of these types of students.

Exams- mug up?

The second category students do not prepare well in advance. They usually burn the mid night oil, trying to mug up everything and attempt the exams. Yes, they will pass. But what is the learning here? Some times I feel exams are for memory test and are not examining the real learning. What is the point in conducting an exam- an evaluation process- which will not satisfy its real purpose? We are conducting or taking exams because the rule says so; for the sake of conferring a degree!

Better evaluation systems…

1. Allow the students enough freedom with respect to the time period for taking exams: A degree should be conferred only after earning specific number of credits. But the Universities should drop the time period (typically 3 or 4 years for graduation and 2 years for post graduation, in India) within which one should earn the number of credits. Only when the student is thorough with a subject, (s)he should take that exam, whatever the time period (s)he is going to take.
2. Test the knowledge of a student through application oriented questions in written exams
3. A mix of written exams and viva-voce; focusing more on viva-voce.

Written exams vs. viva-voce

Written exams help a student to answer in a time frame. The student applies his/her strategy for the exams based on the time limit and the questions to be answered. It provides a structured way of answering and the strategy adopted will vary based on the question. Some times it tests the ‘writing ability/ writing capacity’ of the student, which is not the purpose. Written tests have the advantage of doing it parallel as one teacher can control a large number of students taking exams at a time and thus saves time.

Viva-voce tests how much a student is comfortable with the fundamentals and basic principles. It requires a logical thought process and clarity in thinking. Real evaluation can be carried out through viva-voce. Without beating the bush, viva-voce expects crispiness in the answer. But viva-voce consumes a lot of time as it happens on a one-to- one basis.

A combination of written exams- which tests the application of learned concepts- and viva-voce- which tests the clarity in understanding the fundamentals- may be a best method for evaluating the learning of a student.

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Good quality faculty in higher education: a myth in the future?

Think about the situation where the student gradutes from an institution with a salary higher than its director’s; that is what happening in Indian Institute of Management (IIM). The student is offered a lucrative pay package and looks forward to annual promotions and increments. Now turn your focus to the teacher who moulds those students. Are the teachers satisfied with what they are? What is going to be the future of teaching profession in graduation and post graduation levels?

Quality faculty is an asset for the nation

Importance of teachers

On an average, a student in high school or in graduation spends about 6.5 hours with the teachers. This reduces to 5 hours in post graduation level. This itself explains how much a teacher can influence the student. The future of every country depends on its young generation who are moulded by the teachers. Even though factors like Television and Internet are having a great (positive/ negative) impact on youngsters, the teachers can direct the young potential of India to the economic development and welfare. Teachers are the key for national development. The students believe their teachers much more than their parents!

Teaching profession

We (Indians) are having a very great history in teaching profession, which goes back to the old guru-shishya days of teaching methodology. Those days, the teachers were the epitome of knowledge and wisdom. They shared their knowledge to those who seek; not because of any resultant benefits, but out of passion to make the world rich in knowledge. Coming to 2008; what is happening over here? There are only a few, very few who shares their knowledge out of passion. The majority of teachers consider teaching as a ‘job’ or a ‘profession’.

We are having a great number of teachers. But how many of them are competent enough and have the real ‘thrill’ in sharing knowledge? We are lacking quality faculty, especially in graduation and post graduation levels. It is a hard fact that India is a lagging indicator of U.S in different aspects. 60% of IT jobs in U.S are outsourced to India. So atleast a part of India is also turning to U.S lifestyle. What is happening in U.S may reflect in India in the near future. Like U.S, India may face a crunch in quality faculty in higher education in the coming years, unless necessary actions are taken. There are many foreign firms who are ready to pay lucrative salary even for those who are not as competent as teachers. Then why should the teachers stick to their profession?

Challenges

According to UGC report(2007), the total number of teachers in India is 4.88 lakhs. Out of which almost one-fourth positions are vacant. There is no proper mechanism to evaluate the number of faculty available in colleges and are required in colleges. Measurement is the key towards achieving quality. But what if there are no accurate figures?

The ratio of teacher to students is increasing. This is either due to the increase in number of students for a particular course, keeping a less increase in number of teachers or due to the decrease in number of teachers keeping the student numbers as constant. Most of the business schools are having a faculty to student ratio of greater than 1:50. A teacher is handling a class of 60 sutdents in a post graduation level. How feasible is this while considering the real learning? I am wondering whether the b-schools are business schools or schools for business! In a PG class, the teacher to student should be around 1:30 for better discussion and interaction.

Another problem is lack in competency among teachers. Those who are doing quality research work are not getting much recognition. This results in decrease in number of teachers doing research work. Also the UGC’s policy of promotion is an obstacle. A person is automatically promoted to the next higher position after the completion of a fixed number of years. These factors results in less competency among teachers.

And obviously the pay package. The salary package of teachers are not attracting much talented people into the teaching profession. Most of the students opt for a management education after their graduation rather than pursue a PhD. What is the use of spending years pursuing PhD when the students can earn more after an MBA? ( Here only salary factor has been considered. But there are more factors like technological addiction, work life balance etc. play a crucial role in pursuing a PhD and a career thereafter)

Solutions

It is time to come up with innovative approaches in enhancing the quality of faculty in graduation and post graduation(PG) levels- in IITs, IIMs, other higher education institution etc. Otherwise the losers are none other than ourselves. India is going to loose in the long run.

Below points focus on some of the basic suggestions:

Most of the teachers who start their career in PG level teaching are in their middle age(for statisticians: they follow a normal distribution with 2sigma). So the importance should be given to salary and work-life balance.

1. Provide reasonable and better pay package.
2. Enhance a work culture than balances work and personal life.
3. Promotion and Increments should be given on a competency basis.
4. Due recognition and incentives for those who are doing quality research work and there by promoting research work.
5. International exposure through foreign University tie ups- atleast six months to one year teaching in a foreign University during a period of 5-7 years.
6. No compromise on quality. Compromise on anything leads to degradation of quality.
7. The most important is continuous evaluation of teachers. It should be a 360 degree evaluation. How many schools/colleges are evaluating the teaching methodology of a teacher in a class? Are they bringing any new and innovative changes in the teaching methodology according to current situations?

You can also contribute some innovative ideas. Please comment your ideas/suggestions to improve the faculty quality in higher education.

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