USE OF TECHNOLOGY IN CONDUCTING EXAMINATION BY …cobse.org/SAHODAYA-USE-OF-TECH-IN-EXAMS.pdfUSE OF TECHNOLOGY IN CONDUCTING EXAMINATION 3 5. Online examination for the subject Information

USE OF TECHNOLOGY IN CONDUCTING EXAMINATION 1

USE OF TECHNOLOGY IN CONDUCTING EXAMINATION BYMAHARASHTRA STATE BOARD

G.K. Mhamane*

Scenario at the State level

I. Information about examination procedure

The Maharashtra State Board is the largest examination conducting Board that caters for the vastpopulation of students both at the Secondary (Year 2016 - 16,01,406) and Higher Secondary level (Year 2016 -13,19,754). The State Board specifies the period and the time table of Secondary School Certificate and HigherSecondary Certificate Examinations. Nine Divisional Boards conduct the Examinations as per the guidelinesand instructions of the Maharashtra State Board. Generally, Std. X and Std. XII final examinations areconducted in the month of February/March and the supplementary examinations are conducted in the month ofSeptember/October. Thus, the examinations are conducted twice every year. However, to save students loss ofone academic year, the decision has been taken to conduct the 10th and 12th supplementary Examinations inthe month of July instead of September/October.

Following are the activities carried out by The Maharashtra State Board in relation to the conduct ofexamination.

1. Setting of the syllabus: Considering the Government Policy the Maharashtra State Board undertakes therestructuring of the curriculum of Std. IX, X and Std. XI, XII. The curriculum is made available on the web-siteof the State Board.

2. Preparation of the textbooks: Based on the restructured syllabi the Board of studies in the varioussubjects along with the team of expert teachers prepare the textbooks for the various subjects andstandards. The textbooks are being made available on the website.

3. Evaluation Pattern: The pattern of evaluation, including the passing criterion, framing the structure ofthe question paper, deciding on the test items, etc. is decided by the Board and is conveyed through the useof technology.

4. Setting of Papers: Setting of examination papers is done with all the confidential measures. Strictcoding and secrecy is maintained at every stage.

5. Framing the time table: Time table for the examination is framed well in advance and is made availablein the month of July/August. This helps the students to plan their studies.

6. Admissions of the students for the examination: Admission of the regular students is confirmed by theBoard. As per the rules and regulations of the Board the eligibility of the candidate is decided.

7. Conducting the examination: Divisional Boards are involved in conducting the examination as perschedule. Decentralized efforts are made for the smooth functioning of the examination.

8. Finalizing centres: Centres for the examination are finalized in consultation with the district educationofficers. All essential work relating to finalizing of centres, custodians, conductors, supervisors, invigilators,examiners, moderators, etc. is done with the help of the education officers.

* Chairman, Maharashtra State Board of Secondary and Higher Secondary Education, Pune

2 45TH COBSE ANNUAL CONFERENCE, 3-5 NOVEMBER, 2016 : SPECIAL NUMBER

9. Timetable of the assessment work: Subject wise time table for the assessment work and all the relatedwork is planned.

10. Verification: Time table for the verification of the assessed answer papers and making the photocopiesavailable for the students is planned. The schools are informed.

II. Initiative of the State Board

Using technology in conducting various aspects of examination is currently effectively practised by theState Board. The EDP section of the Maharashtra State Board is functioning from the year 1961. The EDPsection undertakes all the responsibility regarding all the matters relating to the conduct of examination.

Examination Reform

Maharashtra State Board of Secondary and Higher Secondary Education is an apex body in the State ofMaharashtra that caters to the qualitative education at the Secondary and Higher Secondary level. As statedthe development of curriculum, developing the learning material and strategy deciding on the methodology,evolving evaluation pattern, conducting exams, declaring results and certifying the candidates are themultifold responsibilities of the Maharashtra State Board. Along with the curriculum research and development,the Board intends to bring about reform in the evaluation system.

Following are the major reformations brought by Maharashtra State Board -

1. Online Application forms for examinations: The Maharashtra State Board has started to accept theexamination forms of SSC & HSC Examinations by online mode since 2013. The online procedure has easedthe filling of Application Forms, correcting the data and printing the Examination Hall Tickets. This procedurehas helped to create the accurate data of the examination which has helped the pre examination work moreeasier and faster than earlier. The signatures and photos of the candidates are sent online. Checklist is sentonline.

2. Online declaration of the examination time-table: The time table of the examination is declared atthe beginning of the year which would help the candidates to plan for their studies. The time table is madeavailable on the web-site.

3. Bar-code system on answer-books: Bar-code system was started in order to enhance transparent andobjective evaluation of the answer books so that the students may get right credit for their sincere efforts. Inthis system, the entries like examination seat number provided by the Board, centre no., the signature of thecandidate and the supervisor/ invigilator is properly covered with a sticker. Each answer book is given a codenumber (UID number) for official reference. The whole process after the examination is carried out with thehelp of UID number. This system has been successfully implemented since March 2003. Marks received by thecandidates are scanned and technologically entered and no data entry operator is involved to avoid the humanerror.

4. Newly introduced system for Examination seat numbers: According to the conventional system theexamination seat numbers were given in the alphabetical order based on the first letter of the surname. Theseat numbers of the students having the same surname were arranged one after the other. It was easier tohave a clear idea about the seating arrangement, before the examinations. It used to be favourable forprobable malpractices. But according to the newly introduced system, the seat numbers are based on thespecified series of the letters in the surname. Thus, the new system is helpful to prevent malpractices. Thistask of allotting seat numbers as per the instructions is done with the help of a computer system.

USE OF TECHNOLOGY IN CONDUCTING EXAMINATION 3

5. Online examination for the subject Information Technology : The online examination for the subjectInformation Technology at H.S.C. level has been successfully conducted since March 2004 and MaharashtraState is the pioneer- the first to introduce such an examination. In all 1,06,099 students from 1279 Juniorcolleges appeared for the online examination held in March 2016.

6. Video Shooting: In order to prevent malpractices, which take place from outside at the examinationcentres, surprise video shooting is being done in the area around the examination centres. This system wasintroduced since the examinations of 2002.

7. Online Hall Tickets: The hall tickets which are used as entry tickets and as an identity of the candidateare sent online. The schools and colleges can take the photocopies.

8. Result formation: The entire work of result formation at all the stages, such as, entry of marks,formation of subject wise, college wise, centre wise result, cross checking of doubtful cases, , printing of mark-lists and results and the certificates is done through computer. This has helped to declare the results on line atleast one week earlier.

9. Declaration of results on the Internet and Mobile: Since March 1999 Std. X and Std. XII examinationsresults are declared on the internet and since 2002 the facility to make the exam result available onmobile/phones is introduced. The students can have direct access to their detailed result and even can proceedwith the higher admissions.

10. Online Verification of Mark Sheet facility: Marks are linked on a special portal allowing theauthorities to verify and counter check the performance of candidates seeking admission or aspiring for therecruitment. This will avoid tampering of the mark sheet and people are unable to verify the performance ofStd X and Std XII mark sheet. At present the data of performance of Std X and Std XII from the year 1990-2016are made available on the Board website.

11. Secret code for avoiding duplication of mark list: Using technology The Maharashtra State Board hasevolved indigenous system for Tamper-Proof Mark lists and Certificates. In order to prevent the possibility ofunauthorized changes being made in the mark sheet and certificate of Std. X and Std.XII by issuing laminatedmark sheet and certificates since March 2002. Several other safety measures are included in the mark sheetsand certificates to ensure authenticity and prevent from making fake mark sheet and certificates.

12. Website: The Board has developed a web-site for the multiple purposes. This has helped to reach theschools and the stakeholders easily.

13. Photocopy of the answer paper: In order to clear the doubts of students availability of answer book isintroduced from March 2012 examination. As per the demand of students from march 2013 examinationphotocopies of answer books are provided as per the prescribed procedure declared by the Board.

14. Practical on CD: In order to guide the students in the procedure for the practical in Science, the StateBoard has circulated CDs to demonstrate the students for the procedure to be followed. For French and Germanlanguage learning CDs have been developed. For English also audio cassettes were developed.

15. Online testing of attitude: As an advance step in the year 2016, the State Board took a survey of theattitude of the students of S.S.C. students for the stream they should join at the Higher Secondary level. Thetest was conducted Online and about 15,62,249 students responded for the aptitude testing.

III. Innovations EnvisagedConsidering the potentials of the technology in resolving various issues in conducting examination the

State Board is contemplating on the various aspects. It is a known fact and the Maharashtra State Board is


conscious of it, that the technology is not used as effectively as it should be in conducting the examinationwith all the time top priority. There are various areas where the use of technology can lessen the burdeninvolved in conducting the examinations. Technology harnessed at the right place and time can help minimizevarious problems relating the transparency, objectivity and universality of the examination system. In theState of Maharashtra with the rising number of students, centres and the over all machinery it has becomeessential to consider the issue with all its seriousness.

Following are some of the proposals on which the State Board intends to work on.

1. Surveillance through CC cameras: To curb the mal-practices followed at the various examination halls.The Board is seriously thinking of having CC cameras for the vigilant surveillance. The Divisional Boards canhave right access at any centre and can arrange for the follow up action in case of any issue. Today thecustodies where the question papers and the answer papers are stored have a watch of CC cameras.

2. Online testing for more subjects: Since the Board has been successful in connecting with all theschools in Maharashtra through internet, as a step further the Board intends to arrange for some portion of thetest through Online mode for the major subjects. This will make the assessment work easier, reliable andquicker.

3. Analysis of subject wise results: The results are declared every year but sufficient analysis work is notcarried over. The technology if guided and informed can give variety of analysis on the performance of thestudents. The analysis of the various types can really help the system to improve upon and bring about qualityin education.

4. On-demand examination: A question bank in each subject will be developed and stored in a computerand a student intending to take up for examination can appear for on demand type examination and can savehis/her year of vertical growth. A student or a batch of students can appear for an examination round the year.

5. Online feedback to schools: The analysis of the result can give a feedback for the students in improvingtheir performance. The strengths and weaknesses of the school can be shared very easily. Along with theresults the students and the school also can come to know the areas where they intend to work hard.

6. Gadget detectors: In order to curb the malpractice of using electronic gadget in the examination hallthe centres will be asked to install gadget detectors to locate the culprits.

7. Question papers and answer sheets online:- The Board intends to make available the question papersalong with the model answers and the marking scheme Online for the aspiring students to assess theirperformance. On demand instead of the photocopies the scanned answer papers can be made available Online.In order to curb the leakage of question papers at any stage the Board wondered if they could be madeavailable Online and the centres can get the print ups at the time of examination. Of course, this kind of loudthinking needs to be considered from all the angles.

8. Biometric attendance during examination: There are a few cases of bogus candidates appearing forexamination every year. The current practice is that the supervisor checks the authenticity of the candidatevis-a–vis the photo and signature on the hall ticket. The availability of biometric system at the examinationcentre can definitely help to curb this mal-practice and bring direct control. The thumb print taken at the timeof submission of the application form can be considered as valid. Even the biometric identity as affixedthrough `Adhar Yojana’ can be considered as valid. This will bring the possibility of a bogus candidateappearing for examination can be brought down to zero. Also, this will help to know the exact attendance ofthe candidate for the particular paper at a particular time. The information can be available at any level of theBoard as the students attend the centre.

The Maharashtra State Board has already taken up initiative in using technology for conductingexamination. However, the Board is conscious of utilizing the technological support in right earnest.

✦ ✧ ✦

USE OF TECHNOLOGY IN CONDUCTING EXAMINATION BY PUNJAB SCHOOL EDUCATION BOARD 5

USE OF TECHNOLOGY IN CONDUCTING EXAMINATION BYPUNJAB SCHOOL EDUCATION BOARD

Dr. Tejinder Kaur Dhaliwal*

With the increasing awareness among citizens about their rights and the resultant increase in expectationsfrom the institutions to perform and deliver, the whole paradigm of administration has changed. Institutionslike school education boards, is expected to be transparent in its dealings, accountable for its activities andfaster in delivery of services to the masses in the sector of education. This has made the use of informationand communication technology essential in achieving smart, moral, accountable, responsive and transparentgovernance. It has also led to the realization that such technologies could be used to achieve a wide range ofobjectives and lead to faster delivery of services and dissemination of information.

The Punjab School Education Board came into existence through a legislative enactment in November 1969for the development and promotion of school education in the state of Punjab. The scope of Board’s functionsis very wide and covers almost every aspect/stage of school education. However, a brief account of functions,structure and activities of the Board is enumerated as below:

1 To make necessary arrangements for smooth conduct of public examination at school level. At presentthe Board conducts public examinations at Middle, Matriculation and Senior Secondary Level.

2 To prescribe the curriculum, courses of studies and text books for school education. The Board has afull- fledged academic wing, having subject experts in all the major subjects. The main responsibility ofthis wing is to prepare and revise the syllabuses regularly and then prepare text books accordingly.

3 To arrange for the preparations, compilation, improvement, publication, printing and sale of textbooks.

4 To make necessary arrangements for affiliations of schools to the Board.

5 To make efforts to bring about qualitative improvement in school education.

6. To act as an advisory body to the state government regarding School Education.

Punjab School Education Board in an endeavour to make one-stop services available online developedvarious portals catering to different set of services through a single user unique identification available toschools across the state of Punjab. Punjab School Education board has developed various applications rangingfrom online registration to result declaration and display in order to provide end-to-end solutions for schoolsaffiliated to the board.

The data captured through online registration and examination portal allowed the management to makeseveral decisions in advance. The inter branch connectivity has enhanced to a level where management is ableto make informed decisions.

* Chairperson, Punjab School Education Board, Mohali


The impact of availability of active data, intra branch and inter branch communication has reached toa level as described under:

Registration/continuation and Examination Portal:

❏ Registration/continuation:

Online registration portal has enabled the automation of repetitive and mundane tasks that do not needhuman intervention. Information regarding schools, type of schools, up gradation of schools, addition ofsection/stream is sought from school master database which is actively updated through E- affiliation Portal.This forms school master database where from user list of schools is prepared and a unique school code isassigned to each school. This school code forms unique identity using which schools can login in differentportals run by Punjab School Education Board. The schools can update their profile on registration portal andupdate information such as contact number. E-mail Id etc. This contact detail becomes registered Emailid/Phone number to which messages / E-mails are sent time to time for important updates.

The primary activity on registration portal involves generation of unique registration number to a studentenrolled with board for the first time. Also the students who continue with the board after matriculation thatis class 10+1 (eleventh] data, is also sought from school. Since only those students can be promoted to nextclass who have passed house examination conducted at school level so as eligibility check, result from theschools are also obtained. To sum up, class ninth and class eleventh data is obtained from schools throughvarious online forms.

For easy adoption and transition of the system the terminology like name and purpose of the forms werekept same as in manual system. Bilingual software was developed to exactly map the system in term ofdepartmental processes as well terminology with which public at large was already well versed.

Earlier the branch had to send pre printed stationery of different types of forms to be hand written byschools in two languages Punjabi and English. The forms were sent from head office to sub office where thisstationery was collected by schools. Undeniably a cumbersome task for schools to furnish in writing particularsof each candidate, calculate fee of each candidate and of different type of forms and submitting the same atsub office at district level afterwards. A single mistake would lead to rewriting the entire form, which hadspace to fill in information up to ten candidates.

Using the online registration students were given instantly generated registration number, fee calculationas per the number and category of the student, fee submission at designated bank at local level, automaticconversion of student particulars from English to Punjabi hence reducing the time to almost half to gatherinformation regarding students in one type of form.

In nutshell, following are the benefits of Registration/ Continuation Portal

• Schools and students availed 24x7 doorstep delivery of registration portal services with instantgeneration of unique Registration number.

• Using the downloadable verification form through the registration portal, the parents of students canverify the particular sent by school to the Board. It is the responsibility of school to get particular ofeach student to be verified by the parents.


• The manual record present in the school like admission/withdrawal register where admission and schoolleaving of each student is recorded can be easily mapped with information sent online through theregistration/continuation portal.

• The branch curtailed the turnaround time of the given process by almost three months.

• Not only could this, duplicate candidature/fake admissions also be checked. The entire data isvalidated run time. The candidatures of candidate are checked as per guidelines' and instructionsissued by academic and planning branch.

• The expense of printing and logistics of distributing hard copies of forms and collecting them back tobring to head office for further processing was cut down to half.

• Other services like school leaving certificates and school-to- school migration are generated onlineonly.

❏ Examination Portal

The registration portal data forms the basis of examination portal. The three examination branches dealswith Matriculation and Senior Secondary examination forms, check the eligibility of open school students,admit card generation, result preparation and declaration and issuance of certificates. The entire process rightfrom the beginning with obtaining students subject options to photographs and signatures are uploadedonline. The school head is required to submit only the subjects /streams or additional subject opted bycandidate if any, rest of the particulars are carried from registration portal. An entry done once for a candidateis maintained for four consecutive years and this leads to validation check of eligibility of student as per theinstructions of the academic and examination branches. Although the responsibility of eligibility of a studentlies with the school head, still a filter/ validation data check is introduced in the system.

Also the current year students with reappear/compartment can appear in supplementary examination oragain in the following annual examination, such students can also apply online. Again the entire filtered dataregarding reappear /compartment data is made available online through supplementary examination form.

An efficient, transparent end-to-end mechanism entrusts credibility to the system. The examination branchhas made information available to school heads at their doorstep. The list of appearing candidates forexamination called cut list, the errors are reported online to schools through school login, e-admit cards andresult declaration as well. The consolidation of marks/result is delayed due to inconsistencies in internalmarks, eligibility or less fee issues or delayed award submission by evaluators. The continuous comprehensiveevaluation of the students’ is submitted by schools online further help in faster result compilation. Curriculum,date sheet and other instructions as relevant to students and public in large are posted on website from timeto time.

The count of question papers of each subject to be printed by confidential branch and thereaftersealing/packing of question papers examination centre wise to be sent across the state Punjab for distributionthrough nominated banks is completely based on count of subject wise students appearing for examination.

The forecasting of number of answer sheet printing for examination is also based on examination portalinformation.

To sum up, following are the benefits of the examination portal:

1. Pre-fed data of previous classes is provided to schools with only few editable columns to be modifiedother than submitting of information of subject chosen by the students.


2. Automatic calculation of examination fee as per the category/practical subjects' etcetera taken by thestudent.

3. Fee deposit facility at local level through designated banks.

4. As soon as the schools submit the information on the portal data is available to make decisions by theconcerned branch.

5. The online forms carry pre assigned set number and contact numbers of the examination branches forany queries in this regard.

6. The efforts of the school are reduced to one-fourth as the same data was repetitively sent every yearfor different purpose to different branches at different point of time in the academic year. As aninstance, a student whose information was sent to assign a registration number to the registrationbranch, the same student data was sent filled in OMR examination form in the following year. And soon for class eleventh and senior secondary. In the registration and examination portal studentinformation is stored as long as the student is eligible to appear in any examination with the board.

7. In the previous system OMR examination forms were printed and sent to sub offices at district level fordistribution to schools. The schools had to collect, fill in and submit the same back to sub office. Fromsub offices the examination forms were collected and brought to examination branches for furtherprocessing. The entire process not only involved logistic expenses but was also a hassle to schools toobtain the number of examination form in desired quantity as it could not be ascertained at that pointof time. The entire process of gathering information of appearing candidates at matriculation andsenior secondary level was reduced to thirty to forty days which previously required sixty to seventydays.

8. Also the duplicate candidature could be checked through run time validations implemented in theonline system.

9. The cut list containing information of candidates appearing in examination, admit cards are generatedonline and made available to schools through school login which further reduced the time involved inpostal services.

10. The number of visits schools had to make to head office has reduced considerably as grading as well ascontinuous comprehensive evaluation is submitted by schools online only.

11. Filtered pre examination data with minimal ambiguity results in easy adoption of procedure formaintaining confidentiality of particulars of student while evaluation of answer sheets.

12. Evaluation centres for table marking are established on the basis of number of answer sheets expectedfor evaluation in a single subject. Accordingly number of evaluation centres can be increased ordecreased.

13. Pre Filtered / validated data lead to lesser post examination ambiguities in result compilation andhence early and efficient result declaration with minimal results withheld.

❏ District Education Officer Portal for Conduct Branch:

This branch of the board primarily deals with establishing of examination centres and deputing staff forthe conduct of examination. Also the issuance of set of instruction for the centre superintendent at examcentre and invigilators is the responsibility of this branch to deliver it across the state.

Since the number of centers to be established and staff for conduct of examination depends on number ofstudents appearing for examination, this count is available well in advance using which district education


officers enlist staff for examination duties through district education officer portal. The information regardingduties to the invigilators is sent through SMS just a day or two before the examination commence to maintainthe confidentiality of staff involved in conduct of exam.

Another improved decision which conduct branch could make using examination and registration portaldata was, the subject opted by the students were known in advance, the number of days in date sheet forexamination was reduced to minimum possible (around seven days)and with minimal exam date clash.

The entire information to be provided by branch ranging from addresses of centres and list of staff etceterais disseminated through examination portal to schools.

In addition to the above portals, the website www.pseb.ac.in provides complete information of differentbranches including examination branch. A Single Window System is established at head office for immediatedisposal of queries from the public in general. Information regarding different schedules is sent through shortmessage service to schools and students. Time to time alert messages are sent to school heads and students forpro active involvement in data submission online.

The scope of use of technology in Examination is almost infinite. The institutions are required to maintaina balance between adopting a technology while keeping in mind the other side of misuse of technology. Properlog details of usage, online and offline backup of data, right access level to right authority, security checksand making authentic updated data available to public is the need of the hour. Readily available informationextracted from raw data enables an institution to make timely decision and policy formulation to facilitatetransparent uninterrupted flow of services.

✦ ✧ ✦


IMPLEMENTATION OF TECHNOLOGIES IN CONDUCTINGEXAMINATIONS IN 10th & 12th CLASSES

D. Vasundara Devi*

IntroductionThe Directorate of Government Examinations has the onerous responsibility of conducting the Board

examinations for the students studying in the State Board in Standards X and XII. The certificates issued bythis Directorate are a vital and permanent record, which enable the students to pursue higher education.

The Directorate of Government Examinations has been functioning since 1975, tremendous improvementsand innovative changes have been introduced since 2011 which has not only brought about transparency buthas also improved the efficiency in the process of conduct of examination and declaration of results. Takingadvantage of digital technology this Directorate has computerized the process from the stage of application forthe board examination till the stage of receiving of provisional certificates.

VisionTo digitize and simplify the pre and post processes of board examination, thereby ensuring maximum

safety, confidentiality and expeditious implementation of procedures for the conduct of examination.

Objectives• To conduct all the Examinations in free and fair manner

• To bring about reforms in question paper setting which would eventually develop critical thinking skillsof students and enhance confidence of students to face challenges after School while facing contestsand competitions in their career ahead.

• To ensure maximum transparency and at the same time prevent any malpractice during theExaminations.

• To release results and issue certificates within the stipulated time.

ResponsibilitiesThe Directorate of Government Examinations conducts X and XII Board Examinations, Scholarship

Examinations and Diploma in Elementary Examinations. Apart from the preparation of question papers theDirectorate also involves in the adoption of a system of transparency in conduct of examinations and releasingof results and issuance of certificates to candidates.

The Directorate of Government Examinations is improving the quality which includes computerizing theentire process of conducting the examinations, modernizing the mark entry system by introducing barcodesystems in valuation camps and providing security features in Mark Certificates.

* Director, Directorate of Government Examinations, Chennai, Tamil Nadu.

IMPLEMENTATION OF TECHNOLOGIES IN CONDUCTING EXAMINATIONS 11

Access through websiteA web portal www.dge.tn.gov.in is created for the benefit of student community wherein the details such

as time table, application forms, fee particulars for Duplicate Certificate, Migration Certificate and CertifiedCopy of Mark Certificate (CCM) are available. Further, the question papers of X and XII Board Examinations ofthe previous years, applications and instructions for private candidates appearing for Standard X SciencePractical Classes are also made available to the students through this website. Enhancement of e-governancehas considerably reduced the crowding of candidates at the office of the Directorate of GovernmentExaminations.

Downloading of hall ticketsHall tickets with pre-printed data such as student’s photograph, name, register number, school studied,

name of the examination centre, dates of examination and subjects are made available to students online.Schools are enabled to download the hall tickets by using the school’s unique ID and password.

Private candidates can download their hall tickets by using their application number and date of birth. Thismethod has made it easier for the private candidates as they need not go to the exam centre to collect theirhall tickets.

Publication of results of Board ExaminationA new system has been adopted in releasing the results of the examination through which all the

candidates are able to access their results in their respective schools immediately after the press release issuedby Directorate. Moreover, the publication of results has been made online by creating exclusive websites suchas www.dge1.tn.nic.in; www.dge2.tn.nic.in; www.tnresults.nic.in so that the candidates can access the resultsin a smooth and hastle-free manner.

Conduct of June/ July special supplementary examinationsIn order to facilitate the students to continue their studies without any break, the Special Supplementary

Examinations for Standards X & XII are conducted for the students who have failed in March/ AprilExaminations. From June/ July 2012 onwards, candidates are allowed to appear for special supplementaryexaminations, irrespective of the number of subjects they failed. This has prevented dropout at the end of Xand XII standard Board Examinations, substantially.

Scanning and re-totalling of marks/ re-evaluation of answer scripts ofhigher secondary examinations

For the candidates who wish to pursue their higher studies the additional award of even a single mark willplace them in a higher rank when it comes to medical/ engineering or other professional course admission.Hence, the Directorate has scanned and uploaded the answer scripts of the candidates in its website. Thus thecandidates are able to download the answer sheets and be convinced about the accuracy of marks obtained andmay apply for re-evaluation/ re-totalling if they believe they deserve more marks.


Provision of Government Examinations service centresPreviously, the candidates who desire to apply online for an examination had to approach a private

browsing centre. As this system caused much hardship to students, the government reviewed the system andsanctioned 211 Government Examination Service Centres within the school premises by utilizing the schooleducation department staff. These service centres enable the candidates to apply through online for allexaminations conducted by this Directorate in a much easy and efficient manner.

Instructions to the candidates in hall ticket itselfAs a new initiative, special instructions containing Do’s and Don’ts regarding examination are provided in

the hall ticket itself for Higher Secondary and S.S.L.C. Board examinations, from March 2016 onwards. Thisenables to create an awareness among the candidates regarding the Do’s and Don’ts in the examination hall.The parents of the candidates may also utilize this opportunity to advise their wards to refrain from doing whatare enlisted under Don’ts.

Providing top sheet with photograph of the candidates to avoidImpersonation

In order to avoid the problem of impersonation in examination hall and incorrect register numbers, aseparate sheet called `top sheet’ has been introduced with the photograph and other required bio-data of thecandidates along with a 2D barcode attached to the main answer book. The top sheet has been provided withperforation, to enable the Directorate to detach the personal details of the students before the answer scriptsare sent to the valuation centres. Hence, the identity of the candidate is well concealed and confidentiality ismaintained during the valuation.

Optical mark recognition (OMR)For computer science subject OMR computer answer script with candidate’s photograph was introduced

from March 2015 in Higher Secondary Examination. As a result interchanging of OMR in Examination halls iscompletely eliminated.

Issue of subject specific main answer bookletsFrom March 2014 onwards, main answer booklets for individual subjects were introduced in Higher

Secondary Board Examinations. Similarly, ruled pages for language were introduced from March 2015, forms,graphs and maps are enclosed along with the main answer booklet itself for SSLC Board Examinations. This willensure that the answer sheets will not be interpolated in any manner.

Barcode readers in valuation centresBarcode readers are used in the valuation centres to capture the dummy numbers of answer scripts

accurately and complete the work fast and flawlessly, which would otherwise have consumed 15 days by theGovernment Data Centre.

IMPLEMENTATION OF TECHNOLOGIES IN CONDUCTING EXAMINATIONS 13

Provisional mark certificateThe Hon’ble Chief Minister has mandated this Directorate to provide provisional mark certificates to the

students by using their Register Number and Date of Birth from March 2015 for Higher Secondary and SSLCBoard Examination through the DGE website (http://www.dge.tn.nic.in). The students are therefore able todownload their provisional mark certificates as soon as the examination results are published in order to applyfor higher studies. Such provisional mark certificates are valid for a period of 90 days from the date ofpublication of results.

New mark certificates with additional security featuresFrom March 2012 onwards the certificates given to the candidates are issued with certain security features

in order to enable the directorate to identify the genuineness. In addition, as a special initiative of thegovernment the certificate 2D Barcode and photograph of the candidates were also incorporated in thecertificates. This prevents impersonation and misuse of the certificate. Mark Certificates of Public Examinationsare issued in the name of “STATE BOARD OF SCHOOL EXAMINATIONS, TAMIL NADU” from March 2016 onwards tofacilitate the students who desire to continue their higher studies in States other than Tamil Nadu.

Permanent Register number to candidatesThe system of allotting different Register Numbers for different sessions of the examination for the same

candidate has been followed prior to March 2016. From March 2016, onwards a Permanent Register Number hasbeen allotted to each candidate and the same number will find a place in the Mark Sheets if the candidateappears again. The failed candidates can utilize this opportunity to write the subsequent examinations with thesame Register Number without any confusion.

Consolidated mark certificateThe scheme of issuing Consolidated Mark Certificates has been introduced in March 2016 for the candidates

who pass the Higher Secondary and SSLC Board Examinations in more than one attempt. The same procedurewill be implemented for June 2016 Examinations also. This has considerably reduced the work load of thedepartment as well as enabled the students to receive the mark certificates quickly.

✦ ✧ ✦


LEVERAGING TECHNOLOGY IN EXAMINATIONS: ANINITIATIVE OF THE COUNCIL FOR THE INDIAN SCHOOLCERTIFICATE EXAMINATIONS

Gerry Arathoon*

IntroductionAt the conceptual level the responsibilities of any Examination Board encompasses intellectual (teaching

and instilling inquisitiveness), educational (cultivating minds, transmitting basic ideas) and social (bridgingthe two for social development) functions. In order to effectively carry out these functions, the logisticsrelated to the administrative activities of the examination board has to function in the best possible way.Administration of logistics is extremely challenging, with different stakeholders coordinating activities such asplanning and policy implementation, curriculum designing, uniform course delivery, coordination and conductof examinations. Among these, examination management is a vital area where examination boards need toextensively plan, implement and govern multiple examination related functions. The examination processincludes activities such as the registration of candidates, examination fee management, registration /admission card generation, question bank management, question paper generation, answer script management,evaluation, processing and publication of results and archiving of results etc.

Issues and Challenges in the Conduct of ExaminationsExamination Boards today face challenges in various aspects of the examination process including those

related to administration, infrastructure, resource allocation, security etc. The key challenges faced by theexamination boards are tabulated in Table I. Technology can be suitably exploited to overcome theAdministrative and Examination Design challenges with relative ease, the issues pertaining to Resource relatedchallenges however require to be addressed through systematic and phased adoption of technology.

TABLE 1 : KEY CHALLENGES FACED BY EXAMINATION BOARDS

Administrative & Operational Challenges Examination Design Challenges Resource Related Challenges

• Registration • Degree of difficulty • Evaluating examiners• Security • Designing for mass testing • Budgetary constrains• Examination Logistics • Internal Testing• Evaluation and capture of marks • Evaluation Scheme• Declaration of results

Administrative & Operational Challenges• Registration –Examination Boards with thousands of affiliated schools must distribute physical

registration forms to all schools, for the personal particulars of candidates taking the examinations,which becomes increasingly difficult to manage leaving scope of error due to handling of physical

* Chief Executive and Secretary, Council for the Indian School Certificate Examinations, New Delhi

LEVERAGING TECHNOLOGY IN EXAMINATIONS: AN INITIATIVE OF THE CISCE 15

forms at various levels. Generating and distributing registration / admission cards on time is anotherchallenge faced in the traditional process.

• Security–A major concern for all Examination boards worldwide is security, especially relating tocheating, impersonation and misrepresentation among students. Other forms relating to use of unfairmeans include involvement of examiners, paper leakages, etc.

• Examination logistics – This includes multiple aspects like dissemination of information related toschedule for the conduct of examinations, distribution of question papers to examination centres basedon the subjects offered, capture of attendance details of the candidates taking the examination,nomination/selection of evaluating examiners, coordination of correct routing of answer script bundlesfrom examination centres to the nominated examiners in multiple evaluation centres based on pre-defined rules of apportionment, etc.

• Evaluation and capture of marks awarded – Generally examination boards appoint officials in chargeof evaluation centres, which accords the boards a degree of control and accountability in case of anyissues. The challenges are mostly in the form of time and effort required for the evaluation of theanswer scripts and correct capture of the marks awarded by the examiners. The issue of uniformity inassessment is usually addressed through the process by introducing multiple levels of assessment ofthe answer script and through the process of close monitoring of compliance to the laid down markingscheme by officials in charge of the evaluation centre.

• Declaration of results – Result declaration is an area that directly affects students' future careers.Results may sometimes be delayed which negatively affects the concerned candidates.

Examination Design Challenges

• Degree of difficulty – Students offering the same subjects selection need to be tested at a uniformlevel of difficulty, so that comparative ratings are possible. Usually question banks for testing aredrawn up and questions with different degrees of difficulty are chosen while preparing the questionpapers, based on the blue print.

• Designing for mass testing – The limitations related to access to information andstudy materialdepending upon the place of residence of the candidate has a major impact on the degree ofpreparedness of the candidate. However, board examinations have to be designed to test analyticalskills and abilities, understanding of basic concepts, application of knowledge, aspects of creative andwriting abilities, etc. This is inevitably a major challenge for all boards examinations.

• Internal testing –The importance of internal testing is undermined; as internal assessments are notalways a true indication of the final scores. Different schools interpret the guidelines for informaltesting in different ways, often negating the importance of internal testing.

• Evaluation Scheme – Evaluation of answer scripts of the same subject across multiple locations bydifferent evaluating examiners may lead to inter-examiner variability. This can be best addressed bydesigning an elaborate evaluation scheme and ensuring its compliance through multiple levels ofmonitoring and moderation at the evaluation centre.

Resource Allocation Challenges

• Evaluating Examiner – There is a huge shortage of willingteachers who are qualified, experienced andcapable of evaluating answer scripts. With rising student population, the supply – demand gap is alsoincreasing.

• Budgetary Constraints– Publicly funded boards may face challenges due to budgetary constraints.Entire examination fees are at times waived or heavily subsidized, and the boards have limited grants


to maintain current examination processes. Any investment or upgrading in technology to supportadministrative tasks may become a financial challenge.

Addressing the Administrative ChallengesThe Indian secondary and senior secondary education spectrum is unique given the diversity and the

number of students, infrastructure issues, and other challenges related to shortage of qualified teachers,regional differences etc. These directly affect the process of conducting examinations and technology may beused to deal with some of them. Web-based technology can be suitably leveraged to ensure that the datarelating to the conduct of examinations is provisioned centrally with the data being generated and validatedlocally across all the schools. Used in conjunction with the traditional methods for dissemination ofinformation, web-based platforms provide the ideal tool for dissemination of timely information related to theschedule for the conduct of examinations, allocation of examinations centres, declaration of results etc.

Challenges related to registration of candidates from schools affiliated to the examination board are bestaddressed through the use of web-based on-line registration processes. Decentralization of the capture ofcandidates’ data across all the schools results in elimination of errors related to handling of the physicalregistration forms at multiple levels and facilitates the validation of data at the school level. Once theExamination Centres are finalized, the registration / admission cards may be locally generated and distributedto the candidates. Incorporation of the photograph and specimen signature of the candidate in the registration/ admission card and answer booklet together can address the issues related to impersonation andmisrepresentation among candidates. Installation of internet protocol enabled surveillance cameras inexamination halls and monitoring of the feeds of these cameras in addition to the use of invigilators, act as adeterrent for cheating. The surveillance feeds can provide requisite information for taking the required punitivemeasures against the offenders.

Examination logistics can be better controlled through the use of technology. Information related tosubjects offered at an examination centre and the number of candidates taking the examination is used forpreparation of question paper packets. Bar coding technology can be suitably exploited for efficient handling,routing and tracking of question paper packets, to ensure that the correct question paper packet is delivered tothe examination centre. The attendance of the candidates forms an important input for the preparation of theexamination results. While decentralization of the process of digitization of the attendance informationprovides advantages in terms of time, effort and accuracy of data, centralization of this process providesbenefits related to the cost.

The nomination of evaluating examiners based on the rules defined by the examination board requiresverification of facts year after year. Integrated automation of this logistical process based on the informationof the subjects being offered at an examination centre, experience of the examiner, conflict of interest of theevaluating examiner and the evaluation yardsticks laid down by the examination board would result in correctapportionment of answer scripts to the correct evaluating examiner. The correct routing of the answer scriptpackets from the examination centres to the nominated examiners in multiple evaluation centres is besthandled through tagging of the answer script packets / bundles using bar coding or radio frequencyidentification tag technologies and automating the sorting of these for despatch to evaluation centres basedon pre-defined rules of apportionment.

The evaluation of subjective answers scripts at the secondary and senior secondary level at the centralizedevaluation centres is generally carried out in a controlled environment with checks, balances andaccountability implemented through structured organizations and evaluation processes at the evaluation


centres. The accurate transcription and digitization of the marks awarded to a candidate in a subject-papermay be ensured either through use of optical mark recognition (OMR) technology or use of on-screen markingtechnology after scanning of the answer scripts of the candidates or use of live ink character recognition(LICR) technology.

OMR technology involves filling in of OMR sheets by the evaluating examiners based on the marks awardedto a candidate in the subject – paper and scanning the OMR sheets to capture the marks awarded. Scanning ofOMR sheets and associated processing activities which are involved in the digitization of the marks awarded toa candidate add to additional processing delays as compared to the use of the other two technologies. On-screen marking technology inherently provides maximum granularity and details of the marks awarded to acandidate in a subject – paper as the digital image of each answer script is available for evaluation by theexaminer. The examiner uses a stylus pen and pad to annotate the answer scripts during evaluating it on-screen. The requirement of physical movement of the answer scripts to the evaluating examiner is alsoeliminated by the use of this technology. However, the logistic control processes driving the on-screen markingtechnology has to be implemented with utmost care to ensure fruitful results. LICR technology on the otherhand uses a specially designed top sheet attached to the answer script for transcribing the marks awarded foreach question. Based on the numeral transcribed by the examiner on the top sheet using a repurposed digitalpen, the data is digitized and communicated to a Tablet Device, which uploads the data to the servers after theconfirmation of its correctness by the examiner.

Use of form reader software for digitization of handwritten mark-sheet data or digitization of OMR data forcapture of marks awarded by examiners and for capture of internal assessment marks reduce the time requiredfor compilation of results as compared to manual capture of marks. However, use of on-screen markingtechnology and LICR technology greatly reduces such delays. Use of web-based applications for capture ofinternal assessment marks, where in the internal assessment component is directly fed in by the schools into acentralised database, would reduce the result preparation time considerably.

Addressing the Examination Design ChallengesPreparation of an indexed question bank for each subject with the degree of difficulty, marks allocated,

type of question (testing of analytical skills and abilities, understanding of basic concepts, application ofknowledge, aspects of creative and writing abilities, etc) recorded against each question and using thisquestion bank for generation of the question paper based on the blue print of the question paper designthrough an automated process of random selection of questions may be adopted by examination boards.Conformity to the question paper blue print would ensure the appropriate degree of difficulty for mass testing.

The creation of an elaborate evaluation scheme for each subject – paper at a centraliZed level is essentialfor ensuring a uniform basis for evaluation of answer scripts. Eliminating inter – examiner variability in theevaluation of answer scripts by multiple examiners across different evaluation centres necessitates the creationof an evaluation centre hierarchy with at least two tiers of administrative control for strict compliance of theevaluation scheme through multiple levels of monitoring, review and moderation at evaluation centres.

Addressing Resource Allocation ChallengesA reasonable amount of the time is utilised for application of the rubrics in case the candidate has

attempted more than the required number of questions, addition of marks for each question and itstranscription to the marks – sheet from each answer script. Use of technologies discussed above would reduce


or eliminate these to some extent. However, policy level decisions need to be implemented by the examinationboards for training of the examiners to enhance their skill sets and ensure availability of adequate number ofskilled teachers for evaluation duties.

Partial automation of processes due to high initial investments often results in standalone automation ofkey examination processes leading to short term gains and is often plagued with problems relating touniformity and consistency of data across the independent silos. An integrated approach to automation, eventhough intensive in capital investment, is essential and may be implemented in phases to cater for financialrequirements and the need for adaptability of the automated processes by the people currently handling theseprocesses.

Use of Technology by the Council for the Indian School CertificateExaminations in Modernizing the Examination Processes

As a part of the process of modernization, the Council for the Indian School Certificate Examinations hasimplemented an integrated set of software applications and systems with the acronym “CAREERS” (Council’sAffiliation Registration Examination and ERP System). The CAREERS platform seeks to benefit the affiliatedschools and the Council by automating the business processes and carrying out communication in a faster andmore secure manner. This integrated system provides a user friendly, secure, scalable, standard-based platformfor the stakeholders to send / receive authenticated, encrypted information for various processes performed.The CAREERS system caters to the following:

(a) e-Affiliation: online management of school affiliation processes.

(b) e-Registration: online management of candidates’ registration data for various examinationsconducted by the Council.

(c) Examination Management System (EMS): online management of various examination related processes.

(d) Online payments related to various activities like examination charges, remuneration of examiners,etc.

(e) Online despatch of circulars and sending notifications to schools (through SMS and emails), etc.

e-AffiliationThe e-Affiliation system facilitates the concerned schools to initiate the affiliation process online by filling

in the “Online Application Form” for provisional/permanent affiliation and upgradation of an already affiliatedschool for inclusion of ISC (Class XII).

e-RegistrationThe e-Registration Module allows affiliated schools to register their students online for the ICSE and ISC

Examinations. In addition, the module allows the affiliated schools to submit online requests to the Council forcorrections in the personal particulars of the registered candidates, corrections in subject(s) offered bycandidates, etc. and supports transfer and withdrawal of candidates. The schools are able to submit theirrequests online for issue of eligibility numbers to students who have passed the Class X Examination from otherExamination Boards and who would like to join ISC Course in Class XI. The office of the Council and the schoolsinteract through the online system to confirm and execute the respective procedures.


Integrated technology solution implemented by the Council

for end-to-end Management of candidates registration data

EMS: Examination Management SystemThe CAREERS platform has automated the entire examination process which starts from identifying and

managing examination centres to the publication of the results and processing of recheck requests. The systemallows online interaction between the office of the Council and the concerned schools for:

• Examination Centre Arrangements – The Conveners, who are elected representatives of the Council atthe local level, are able to submit the details of Examination Centre Arrangements, details ofappointment of Supervising Examiners, Invigilators, Inspectors, Visiting Examiners, etc. The Counciloversees the entire process and ratifies the same online.

• Nomination and selection of Examiners – The schools are able to nominate teachers as Examiners forvarious subjects online. The confirmation regarding appointment of examiners, dates of evaluation,centres for evaluation etc. are accordingly intimated to the schools online. The database of theexaminers is utilised for apportionment of answer scripts to the nominated examiners based on thebusiness logic defined by the Council.

• Candidates Details – In addition, each affiliated school is provided with the facility for onlinesubmission of marks of Internal Assessment/Project work, submit online requests for specialconsideration for candidates with special difficulties, submit online requests for condonation ofshortage of candidate’s attendance, submit online requests for transfer of examination centre, submitonline attendance of the candidate taking the examination of the day, submit online request forrecheck of a subject Grade after declaration of the results, etc.


• Answer Script Bundle Management System – The Bundle Management System (BMS) is an innovativemachine-driven process-automation solution that handles the entire process of answer script bundlemanagement starting from the receipt of the bundles from the Examination Centres to distribution tothe Evaluation Centres. The solution effectively orchestrates the apportionment information and spaceallocation of answer script bundles using state of art technologies and enables the Office of theCouncil to systematically organize, track, store and retrieve the answer script bundles expeditiously.The BMS eliminates errors associated with manual sorting of answer script envelopes, masks allinformation about origin of answer script envelopes thus eliminating scope for any malpractices.

• Capture of Marks awarded to Candidates at the Centralised Evaluation Centres – The Council hasadopted the LICR technology for capture of digitized marks instantly and directly from the CentralisedEvaluation Centres. LICR solution mimicsthe traditional pen and paper method to capture data, whichinvolves no learning curve for the examiners. The technology digitizes handwritten data and speeds upthe process to consolidate data by application of the question paper rubrics and totalling of marksautomatically. The elimination of manual data entry from the marks sheets minimizes the possibility ofhuman error and saves time compared to the traditional method.

• Compilation and Publication of Results – In addition, each affiliated school is provided with thefacility for online submission of marks of Internal Assessment / Project.

End-to-end integrated technology solution implemented by the Council for conduction ofExaminations

Archives and VerificationThe records of all candidates who have appeared for the ISC (Class XI Cambridge)/ ISC (Class XII)/ ICSE

(Class X) since the establishment of the Council, more than half a century ago, has been digitised with the


facility being provided to the public in general for initiating online requests for verification of certificatesissued by the Office of the Council and for issue of duplicate certificates.

Payments The online payment system enables both School and Council users to conduct financial transactions

online. The CAREERS System is integrated to a secure Payment Gateway enabling users to make onlinepayments through Net Banking, Credit Cards or Debit Cards.

Circulars & NotificationsThe circulars issued by the Council are sent to the schools through online system. Automatic Notifications

through SMS and email keep the Schools updated with the Council’s requirements and news. Communication fornecessary operations related to e-Registration, e-Affiliation, EMS etc. are communicated through email and SMSnotifications automatically.

Benefits of CAREERSCAREERS is an end-to-end fully automated on-line system with inbuilt business rule validations, which

make the applications easy to use and understand, thereby reducing manual effort. The capability of providingrole based permission to users to access the data facilitates maintenance of confidentiality. Communicationand other processes between the schools and the Council happen electronically through the system, resultingin saving of time. The system generates process based automated messages, emails and other notifications. Asdata is stored electronically and the communication happens through emails, it minimizes the usage of paperhandling. Search and find option in the system allows the user to locate and retrieve the required informationeasily.

CONCLUSIONThere are two limitations that need to be acknowledged regarding this article. The first limitation is that

every Examination Board has different rules, ordinances, characteristics, mandates, resources (financial &human), structure etc. Further, there are different kinds of Examination Boards that are governed by differentActs and have different structures of functioning, syllabus, examination patterns etc. Therefore, though thepaper elaborates upon the best solution, it also provides a glimpse into alternate solutions where possible.Secondly, technology cannot be the end of all the woes of an examination board. Technology can aid in overcoming most of the examination related issues. However, it is only the inculcation of strong ethical and moralvalues and willingness to work beyond the call of normal duty in human beings involved in examinationprocesses, which can address such issues.

✦ ✧ ✦


USE OF TECHNOLOGY IN CONDUCTING EXAMINATIONS OFTHE BOARD OF SCHOOL EDUCATION HARYANA

Dr. N.K. Salwan*

A State Education Board is one of the main stakeholders in education at school level. Though not muchtalked about, the state education boards are giants of school education and still waiting for realization of thegreat potential at their end.

Conducting examinations is one of the primary functions of the Boards. Given the immense experience andexpertise in conducting examinations at their disposal, the Boards, no wonder have been entrusted withorganizing and conducting various competitive/ entrance examinations in addition to the regular boardexaminations for classes X and XII. Technology indeed plays a major role in conducting these examinations.Realizing the enormous contribution of technology, particularly the one related to Information andcommunication can make in performing varied functions and activities, state school education boards acrossthe country have saddled themselves well with ICT.

Board of School Education Haryana also ensured long back to integrate ICT in its working and functioningto achieve its goals more competitively and effectively. Some salient aspects of integration and use of ICT byHaryana Education Board are delineated as under:

Beginning with a Computer Cell

Haryana Education Board was established in September, 1969 under a statutory act with its headquarters atChandigarh. The Board started with a staff of 100 officials allocated from Punjab University, Chandigarh in theyear 1969. The Board conducted its first Matric/ Secondary examination in 1970 with 79970 candidates. Thisnumber was expected to increase every year due to expansion in the reach of school education in the state.

When the Headquarters of the Board along with all its branches was shifted to Bhiwani in November 1980,the need to enhance the use of technology to examine an ever increasing number of candidates was felt verystrongly.

To initiate action in that direction, the Board set up an in-house computer cell in the year 1986 forintroducing an element of computerization in its working. It was just a beginning to enable the Board to startusing technology to facilitate its conduct of examination and other functions more efficiently. The cell wasequipped with some computers and staff to start with.

Engaging External Agencies for using Technology

Though an in-house computer cell was introduced, it was not enough to make the most of the cutting edgetechnology available in the market. The cell of course became the pivot in engaging outside agencies thatcould provide services at the viable cost.

The website of the Board is used to float tenders and interested agencies are asked to provide technicaland financial bids online. A portal is indeed prepared to maintain secrecy and confidentiality of the bids.

* Former Director (Acad.), Board of School Education, Haryana, Bhiwani & Advisor, COBSE

USE OF TECHNOLOGY IN CONDUCTING EXAMINATIONS OF THE BOARD OF SCHOOL EDUCATION … 23

Technology as the core of conduct of Examination

Conduct of examination is not just one go exercise. A lot of ground work is done at the Board and Schoolslevel before the examinations are conducted. How technology is used right from the beginning of this exerciseis explained below point-wise:

• To begin with the Board invites online enrolment/registration of students studying in class IX of theschools affiliated with it. All these affiliated schools are given school code and unique ID passwordwhich only an authorized person of that school is entitled to know. Enrolment from schools is invitedonly online and even required fee is deposited through Real Time Gross Settlement(RTGS)/E-Challan. Tofacilitate any correction, an online portal is provided for the convenience of the Heads of the schools,so that they do not have to frequently visit Board’s Office.

• For all examinations of the Board namely Secondary, Senior Secondary examinations of the formal aswell as open system, Diploma in Education and Teacher Eligibility Test, applications are invited onlyonline along with examination fee through RTGS/E-Challan. A portal is arranged to carry outcorrections, if any. No hard copy of the application is asked for or entertained by the Board

• The process of allotment of examination centres is also computerized. The students are issued their rollnumbers through internet which can be downloaded by schools/students.

• For examination and evaluation duties, the staff lists are invited online from schools and these dutiesare allotted with the help of a suitable software

• In order to maintain secrecy in the evaluation of answer books, a process of bar-coding is applied. Thedesign of the answer books is accordingly devised to suit the bar-coding. Bar-coding later facilitatestimely accessing of these answer scripts for the purpose of rechecking or re-evaluation. It is pertinentto mention here that online evaluation, rechecking and re-evaluation has been initiated

• Award lists are also prepared on OMR Sheets which are scanned without any need for punching

• With the help of the agency engaged for computer work, results are prepared and provided throughinternet giving details of marks with other particulars of the students.

• Applications for the purpose of rechecking and re-evaluation are received online along with prescribedfees and the results thereof are provided on the Board’s website

• Computer Based Test (CBT) is conducted first time for candidates of Haryana Teacher Eligibility Test in2016. Given the number of desirous candidates and the availability of centres, the test could beorganised for around 40,000 examinees only this year. Needless to say the complete process in thisregard is computerized.

• The students for Diploma in Education are asked for their options regarding schools for the purpose ofinternship online and allotted the same using appropriate software. They can of course download theirallotment letters through internet

• The process of issuing certificates is computer based and such digitization helps providing duplicatecertificates speedily if required. Old gazettes of the Board are also in the process of digitizations tokeep the records safe and secured

• All those performing various examination related duties for the Board are now attempted to pay theirremuneration online through RTGS, so that losing cheques or other related problems are avoided


• All necessary notices and circulars are provided on the Board’s website and updated from time to time.As most of the work is done online, students, teachers and others do not have to come to Board’s Headoffice and thus saved from a lot of botheration

It is obvious from the aforesaid points that technology has become an important ingredient in everythingthe Board performs. It has strengthened the whole working of the Board by making it more innovative, costeffective and productive in serving the cause of every stakeholder. It indeed defines and underlines the futureprofile of a State Education board.

✦ ✧ ✦

ARE WE REALLY DIGITIZED? 25

ARE WE REALLY DIGITIZED?

Dr. (Mrs.) Indu Khetarpal*

**Mr. Prince Teotia**

Technology is reigning supreme in all spheres of life and education world is not an exception to thisphenomena. It is important to create a blend of educational technology and traditional teaching mechanismsin school so to create an excellent teaching learning environment.

The following processes are implemented in our school:

Flipping the Class for Active Learning

• In a "Flipped Classroom," students' initial exposure to content is shifted outside the classroom viareading, instructional videos, individual or collaborative activities, or a combination of these.

• During class, rather than lecturing, all or a significant portion of the time is used for practice,application exercises, discussion-based activities, team-based learning.

• For active learning techniques, the students are given the topic or a theme to study. There arevarious online modules available which the children go through and discuss in classes. Afterunderstanding the concept the students make their own modules or power point presentation for peerteaching and learning. They may discuss the lesson on skype with each other for better learning.

Usage of Smart boards

• Till grade VII computers are used to perform drill and practice, and problem solving exercises. FromGrade VIII upwards, computers tend to be used for a greater variety of purposes in teaching andlearning process, although the presentation of assignments and problem-solving exercises tend topredominate.

• Drill and practice exercises although less prominent, continue to be used in Grades VIII to XII. Themajor focus shifts to explanation of vast topics while taking aid in virtual reality.

• Moving in sync with mottos of STEM, Robotics and Tod Fod Jod science club is conducted to initiatelogical and analytical thinking among pupils.

The switch over to digital resources has helped us realize potential benefits such as greater ability topersonalize, higher engagement among students, enhanced ability to keep content updated, greaterinteractivity and adaptivity.

* Principal, Salwan Public School, Rajendra Nagar, New Delhi** Examination In-charge


Assessment of Life Skills & study SkillsPreparing for the Life ahead:

Various types of programs are conducted in-house for inculcating values among pupils:

1. Learning from characters of Mahabharata

A presentation is shown to the students discussing the main characteristics of every character ofMahabharata or other Jataka stories. Then the session shifts into discussing the life skills that we learn fromthem. E.g. Bheesma – Poor decision maker, Draupadi – Empathy and Krishna- Karma theory i.e. keep doing yourduty even if there are no immediate returns.

2. Whole Brain Thinking

A presentation is shown to the students discussing different quadrants of the brain and how they will helpthem in inculcating thinking, social and emotional skills in them. Afterwards, it helps in study skills, in mindmapping and looking at the subject and topic from different perspectives.

Discussion was initiated by a brain storming session and concepts of Think without Ink. Functions of leftbrain and the right brain were elaborated with the right hemisphere of brain controlling muscular movement ofthe left side of the body, while the left hemisphere controlling muscular movements of the right side of thehuman body.

Left Brain -It is dominant in language and processes what we hear, controls the way we speak and handlemost of the action words. It has the capability to retrieve and use the fact or the information stored in thememory when required.

Right Brain- It is more active in using spatial abilities, face recognition in processing of music andcomprehension of visuals. Use of right brain develops the creating abilities of a person.

The use of both left and right brain leads to the creative application of all the learning assimilatedby the students.

Cloud ComputingTechnology can be used to create an environment where all students can have access to high-quality

education and resources. Cloud computing can be used in the following ways:

• No more expensive textbooks. The cost of textbooks has outpaced the cost of virtually everythingelse in the field of education, including tuitions. As a result, many students avoid purchasing books.Cloud-based textbooks can solve this problem as digital content is significantly less expensive thanprinted content.

• No expensive software required. One of the biggest advantages of cloud-based computing is thesoftware-as-a-service (SaaS) model. Many software programs are now available either free or on a low-cost subscription basis, which substantially lowers the cost of essential applications for students.

• Cloud based teaching modules. In line with sharing of best practices among schools, the ITdepartment of the school is planning to create a cloud where the videos of teaching in the classroom,for various concepts can be uploaded which can be used by all students and the different branches ofSalwan Schools to enhance the learning experience.


The educational robots strengthen and support students’ skills, and they develop their knowledge throughthe creation, the design, the assembly and the operation of robots. We are looking forward to implementationof educational robots in our school in the following spheres:

• Demonstrating Abstract Concepts. To explain difficult abstract concepts in Science and Mathssubjects, the use Robots Lab BOX will be helpful. It’s a kit that includes a quad copter, tablet, roboticarm, a spherical robot, a circular robot and lesson plans to go with all of them. Teachers use the tabletto manipulate the various robots into demonstrating different STEM concepts.

• Application of drones to increase the engagement level of students. These devices can be used forcapturing news video, filming movies, surveying any real estate, and providing disaster relief. Dronescan be used in various subjects like in Physical Education, they can be used to send the drone upduring PE class to watch students demonstrate a particular play. Then hook the device to an LCDprojector so the kids can see what they did. Have them discuss where they should have been and howthey can perform better. Run the drill again, and see if their reflection has improved their performanceetc.

Use of ICT in administering examination and assessmentIt may be divided into three stages:

1. Planning

2. Implementation

3. Analysis & Result

I. Planning

1. Online Registrations with Online Form /Exam Fee payment

Some of the institutes have started accepting online applications along with demand draft of the studentsto accept student’s application for the examination. However, technology is not used to its full potential. It ispossible to use online registrations and accept online payments using multiple options of credit cards, debitcard, mobile payments and even use cash voucher payments.

2. Online Examination Scheduling

Technology can certainly play a key role to simplify this process with online registrations, onlinescheduling of the examination, online examination process with 100% accuracy in terms of result generationand merit list preparation.

3. Communication with applicants over email and SMS.

II. ImplementationImplementation of examination can be done in two ways: Online & Offline.

• ONLINE: CBSE has started conducting various examinations online. For example Avishkar Quiz,JEE(Main) etc.

• OFFLINE:CBSE conducts various examinations offline. For example GMO, NEET, CTET.


• Online competitive exam modules are available to enhance our skills for e.g. GRE, GMAT etc.

• Online career counseling modules are also available for better understanding.

• There are various agencies available which provide online lectures, material and assessment tools fore.g. Khan academy and home tutors etc.

• Open door assessment is being used to assess the performance and understanding level of the studenton the spot. This helps in assessing the performance of the teacher also and provides an insight todevelop the teacher and the student.

III. Analysis & ResultThe Exam Analysis is a diagnostic and prescriptive program in which a student and an examiner identify

why the student failed to answer specific questions correctly in an examination. This analysis is used todevelop a plan which will help the student utilize specific skills in order to improve his examinationperformance.

ICT can play a very important role in examination system. It can test students quickly and, accurately withinstant marks and results. The following provisions are adopted by our school for making examination processsmoother using technology:

• The school has the Centralised School Management system to handle most of the Administrative tasks.The ERP software used in NIITs i.e. Quick School – Net(QS-Net). Entire student data is available in thesoftware which is then linked to all other modules like library, fees, examination, transport etc. In thesame manner, the staff data is also available in the software which is linked to all other modules likepayroll, attendance, examination etc. Each teacher has their own independent login ID and passwordwhich is mapped to the class for which they are responsible for the marks entry. The teacher feed inthe marks and grades in the software and then all calculations are performed automatically within thesoftware. The pre-defined customised formats are available in the system for report cards generationwhich are then used as per the school’s requirements. Different types of Analysis can also be generatedfrom it.

The ICT and examination department work closely in the preparation of result.

The usage of the QS-Net has proven to be a boon for the school in following manner:

1) Prompts more professionalism – By eliminating pre-printed forms and handwritten notes. Easilyimports gradebook data and generates professional report cards.

2) Saves Staff Time–The report card module is tightly integrated to suit teacher’s effective timeschedule. Once grades are entered, they can be included into report cards with just a single click.

3) Track Student Achievement – Using this, we can easily identify struggling students, generatehonour rolls, academic warning lists etc.

• Our school is using it to some extent to conduct MCQs, fill in the blanks and objective type questionsin various subjects in the computer room.

Future PlansWe are in the process of preparing a server in the computer room which will connect all computers (40

approx.). The examination software will be loaded in that server so that whole class can attempt theexamination in one go.The software will have provision to attempt all type of questions mainly consisting of


Fill in the Blanks, True/False, Multiple Choice questions and Subjective questions too. Marks for all other typesof questions will be computed automatically as soon as a student attempts it. The marks for subjective type ofquestions will be marked by the teacher after reading it.

A typical examination screen from a conceptual component.

1. The interface menu at the bottom allows candidates to move easily between each separate questionscreen.

2. There is a button for each screen with a colour-coded edging to indicate whether the question iscurrent, has been answered, or has yet to be answered.

3. Navigation buttons with arrows work as you would expect to move to the previous or next question,and there are indicators for “Time Remaining” and “Marks Attempted”.

Attempt is made to ensure that all computers have partition within so that it is not easy to look atothers’ screens. We will be installing ALEXA in this laboratory so that it can read the question paper to thevisually impaired students and to control operational aspect of the electricity circuits of the entire lab.

• The online storage and computation using Cloud Computing can be created to have a framework forExamination module. The online exams can be conducted in the form of MCQs and result can begenerated at a click of the button. The same result can be viewed by students.

With this introduction of examination system, the following common shortcomings which are currentlyprevalent in the system can be controlled:

• Question paper leakages

• Student cheating/impersonation

• Shortage of qualified examiners

• Delays in paper correction

• Discrepancies in handling of transcripts

• Manipulation of scores

• Delays in processing and declaration of results

• Handling of re-evaluations

There is a complete paradigm shift in education sector. It is imperative that we being part of the educationsector adapt and update ourselves according to the new digital world.

✦ ✧ ✦


CONDUCTING OF SUMMATIVE ASSESSMENT AT SCHOOLLEVEL BY USING TECHNOLOGY

Profile of the Person Submitting the ArticleM.C. Sharma initially worked with the Council for Indian School Certificate Examinations (CISCE) and later

on joined the Central Board of Secondary Education (CBSE) way back in 1988. During the period, he has workedin different capacities as Assistant Secretary, Deputy Secretary and Joint Secretary. In the year 2006, he tookover as Controller of Examinations in CBSE and worked as such till March 2014. Presently, he is working asJoint Secretary, COBSE.

IssueIn each Board/Council there is an average increase of 10 to 15% candidates every year. Due to this more

and more schools are coming up in the country and are seeking affiliation with various boards. Therefore,conducting an examination with lakhs of candidates especially at school level is a challenge for theBoards/Councils. After the introduction of Continuous and Comprehensive Evaluation (CCE)at classes IX and X,it had become imperative for Boards like CBSE and others to conduct summative assessment at school level. Insome cases it is conducted once a year but in other cases it is conducted twice a year.

In the year 2009, CBSE introduced Continuous and Comprehensive Evaluation (CCE) in class IX. At that timethere were approximately 8000 schools affiliated to the Board in the country and 120 schools in 20 foreigncountries with large number schools in gulf. The scheme of CCE was announced by the board in September 2009and under the scheme it was decided to conduct two summative assessments first in September and second inMarch every year both at classes IX and X. The Board also decided to provide question bank in differentsubjects to generate question paper by the schools themselves. This step was taken to ensure uniformity of thequestion papers. Simultaneously it was decided that evaluation of answer books be also carried out by theschools as per the marking scheme to be provided by the board. It was difficult rather impossible to conductsuch assessment having around 10 lakh children in more than 8000 schools. Therefore it was decided to makeuse of computer technology to overcome this problem.

Methodology-IIn order to handle the above task the board got large number of question papers set in each subjects of

English course-A/B, Hindi-A/B, Mathematics, Science, Social Science and Communicative Sanskrit. After gettingthese question paper set these were also got moderated and then got computerized and finally preparedsubject wise compact disks (CD). Simultaneously marking scheme were also finalized and got computerizedsubject wise and kept ready in the form of CD’s. These CD’s were dispatched to schools in a sealed cover andthe schools were provided the following operational modalities for the CD’s :-

1) Each CD received by a school was having three types of files viz:-

a) One file of instructions for operation of CD.

b) One file of Acrobat reader software.

c) Several files of question paper banks.

CONDUCTING OF SUMMATIVE ASSESSMENT AT SCHOOL LEVEL BY USING TECHNOLOGY 31

2) The schools were asked to open the file of question paper with the use of password allotted to eachschool.

3) They were asked to download the Acrobat reader software from the CD’s in case the computer availablein the school was not having the same software.

4) The files of question paper banks were created in PDF format and the schools were informed that outof the various PDF files, one file was allotted to each school.

5) The file name and password were sent to schools through various modes such as SMS, mobile number,e-mail or telephonically.

6) A helpline was also created for contacting the Board in case of any difficulty.

7) The schools were given suitable instructions for opening the file for taking out the question paper andfor printing /photocopying the required number of copies of question paper, keeping in the view thestrength of students in each subjects.

Outcome

The above scheme of providing question papers by use of technology through CD’s worked verysatisfactorily for conducting summative assessment one for class IX and X. In this manner the traditionalsystem of conducting examination in which the board was required to send large quantity of question paperscould be avoided and more over it was a huge saving on printing and dispatch of confidential material.

Methodology-IIThe above scheme of sending question papers through CD’s worked very satisfactorily for the first 4-5 years.

However over a period of time, it was realized that it was a huge exercise of generating more than a lakh CD’sof question paper and marking scheme separately for each subject and that too for class IX and X twice a year.Moreover its dispatch was also a voluminous work which required a lot of man power and was also a timeconsuming exercise.

In order to improve upon the above methodology with effect from 2014 onwards, the Board has been usingweb based technology and has built a solution called Integrated Test Management System (ITMS). The ITMS isan application that automates online generation and distribution of question paper and marking scheme. Thisinnovative solution allows the schools to access question paper and download them in a transparent, efficientand secured manner. In my opinion the above method has been made possible by making optimum use of webbased technology.

The modalities of methodology II are as under:-

1) The board created a large question bank for all the major subjects.

2) The question bank was created in such a manner that it ensured unit wise weightage as given in thesyllabus for each subject.

3) The software also took care of the blue print and design of the question paper in each subject.

4) The typology of questions was ensured i.e. required number of questions of very short-answer (VSA),short answer (SA), long answer (LA) and other modalities were taken care of and the design and blueprint were also followed.


The schools were given the following instructions to download the question paper:-

I. Each school was asked to register themselves in the system.

II. The schools were provided two sets of unique question paper generated through online (ITMS).

III. The schools were informed that they were at liberty to either pickup one question paper out of two foreach subject, which had to be downloaded through the system or to mix and match the two questionpaper downloaded by the schools.

IV. The schools were provided detailed procedure to download the question paper. The schools were givena schedule for downloading the question paper to avoid congestion on the system. It is pertinent tomention here that in the previous years there were more than 15000 schools affiliated to the Boardand the methodology worked satisfactorily.

Outcome

By adopting the Methodology-II (ITMS) the Board has avoided a huge expenditure on creation of CD’s aswell as on dispatch CD’s containing question papers and marking scheme. Moreover, in the earlier system therewas a chance of losing/getting a CD spoilt in transit and was causing a lot of embarrassment to the Board aswell as school. This system has ensured confidentiality, transparency and immediate transaction to the schools.All this has been possible because of optimum use of Computer technology. The scheme has been in vogue forthe last three year and has been continuing successfully in the schools affiliated to CBSE and abroad.

In my opinion, with advancement of technology, the boards/councils should ensure that their day-to-dayactivities are carried out in more transparent and secured manner by making optimum use of technology.

✦ ✧ ✦

USE OF TECHNOLOGY IN CURRICULUM TRANSACTIONS AND ASSESSMENTS 33

USE OF TECHNOLOGY IN CURRICULUM TRANSACTIONS ANDASSESSMENTS

Dr. Sangeeta Bhatia*

KIIT WORLD SCHOOL

Technology Integration for teaching, learning, assessment and improvement

Continuously evolving technology is setting the pace and requirements of life a few notches higher than itused to be just few decades back. The competition parameters are evolving and so are the basic needs tosurvive and succeed out there in the world. Data access restrictions are falling and more and more data isavailable at faster pace. Suddenly, it is not the data availability, but our ability to analyze and apply that datathat is defining our success. With exposure to social media, cloud computing, handhelds, and wearable devices,students have access to all kinds of Apps right from tracking their fitness to the latest in music and gamingworld. They live in an online world that always provides all the information and solutions that they need sothey naturally look for a similar experience in the field of education as well.

We have been discussing and trying to bring in computer technology into our education system for so manyyears now. Connecting with the world, and reaching out and bridging divides are some of the challenges inmodern education that computer technology potentially offers answers to. Bringing technology into classroomshelps teachers and students to easily access information from across the world and process it at a faster pace.It lets students choose what they want to learn and at their pace. It lets teachers to extend the classroomsbeyond the four walls.

At KIIT, our teachers are empowered with technology in the classrooms where lesson plans are transactedthrough smart-boards. The learning system used in classrooms consists of a range of activities, from testingprevious knowledge, introducing concepts in a novel way and accessing exciting anecdotes, relevant examplesand skill enhancing questions. This enables teachers to have more time for discussions.

Computers open up the possibilities of community learning, self-driven practical learning and evaluatingwhat students learnt. Indeed our models of learning are evolving rapidly.

* Principal, KIIT World School, Pitampura, Delhi


Just as our models of learning are changing and adapting to new paradigms appearing on horizon, aspects

like evaluation of what we learn, how much we learn and inferences on how we apply are also throwing up

different challenges. There are challenges like lack of uniformity on evaluation parameters, lack of properly

trained evaluation manpower, timely feedback to students and parents and mishandling of answer sheets. The

continuous assessment model being subjective in nature, consumes a lot of time & effort.

To bring uniformity on evaluation parameters and adapting these parameters to individual students’ needs,

Computer based adaptive testing models have been around for a while but their use has been limited more or

less to university admissions, or distance learning. The application of these models will give our school

teachers an opportunity to have a centralized standard on internal examination administration. Examination

question sets could be prepared at school or inter school levels and complexity as thrown out to an examinee

will be based according to his or her performance detected right as he or she navigates through questions. This

will bring objectivity and uniformity to evaluations taking away any person specific subjectivity either due to

any knowledge restrictions or interpretations or biases.

This computer based adaptive examination model has potential to take away some of the key challenges we

face today:

• In-course (internal) exams help students/teachers understand the need for further improvement right

on spot. This will be very important as both students/teachers figure out what needs to be taught and

learnt and how.

• Examination Design Challenges and setting right Level of Difficulty for each student. A question bank

marking questions at different levels of complexity within each functional knowledge area and shared

across schools or regions has potential to bring uniformity on what we ask students for evaluation.

These tools are able to pull out questions depending on how students perform in examination real

time. For example, if a student gets answers of first few questions on a subject area right, he or she

will be asked more complex questions till he or she gets the answers wrong. And then the questions

will shift to next subject area or a lower complexity. This helps the examination to peg the student at

appropriate learning level in more functional areas than practically possible in conventional paper-

pencil examinations.

• Delays in paper correction due to time constraints which results in delay in feedback to students which

hampers learning

• Discrepancies in handling of answer books which may be due to too many answer books at the same

time. This becomes very important in centralized examinations like Class XII. This may result in wrong

evaluations ascribed to wrong students.

• Delays in results processing and declaration prevents us from the possibilities of instant feedback and

allowing retests and relearning till student attains proficiency in the identified improvement areas


However, there are the challenges in modeling every examination as a Computer based adaptive test. Every

examination cannot be based on multiple choice objective patterns. Students will definitely need to express

their views in form of descriptive essays. For evaluation of descriptive answer sheets, On-Screen marking

model may allow scanning and anonymizing answer scripts, and then sending it across to scores of evaluators

across locations. These evaluators would then assess these answers online – on the screen and the scores

consolidated in a central model. Of course this model presents more challenges in bringing objectivity to

evaluations. The models could mature into online answer capture as we move forward.

Continuous and Comprehensive Assessments are the key assessment model we use today. These

assessments are very subjective. Models like Online Quizzes, Discussion Forums, Surveys on learning etc. help

bring uniformity and objectivity to these assessments. Taking help and subscriptions from SaaS based learning

models where specialized content providers consolidate and provide learning courses online on subscription

basis could help bring right and accurate content to students. These providers have ability to track eLearning

attendance, Completions, Evaluations and Feedback.

EDMODO TRANSFORMING TEACHING- LEARNING AT KIITWe have been using Edmodo at KIIT World School. Edmodo offers a Facebook-like environment where

students and teachers are connected online. Teachers create and lead groups where students post questions,

engage in discussion, and respond to instant polls or quizzes. Teachers connect with other educators and share

resources, lessons, links and their best practices.

Edmodo also has a growing armada of embedded applications many of which are free tools such as tools

from Socrative (http://www.edmodo.com/home#/publisher/Socrative) which turns a device available in a

classroom into a set of smart, instant-response tools, to gamified apps such as CodeMonkey


(http://www.edmodo.com/ store/app/codemonkey-free), which uses games to introduce students to

programming. These allow a wide range of curricular experiences without leaving the fold of the protected

Edmodo environment.

For KIITians, Edmodo has completely changed the way we perceive the use of technology in educational

sphere. The advantage of Edmodo is that it is very powerful yet so easy to use that even those who feared

technology can’t stop raving about its advantages.

In nutshell, the school has a stem of Technology that branches to various functioning models at every

level.


Edmodo plays a bigger role than just proving a platform for collaboration. The quizzes frequently posted byteachers for students with different level of achievements are diagnostic in nature and immediate results helpteachers as well as students to work on remediation by devising a personalised improvement plan. These onlineassessments help in understanding the progress chart of each individual student. Since, this platform is sharedby teachers, students and parents; the instant feedback report of every individual is posted on Edmodo. Thus,helping parents become an active part of remediation and progress of their ward.

Other tool extensively used at KIIT World School is GAFE (Google Apps for Education). Teachers use GoogleForm to create a questionnaire with multiple choice or text based questions and easily share it with a classseparately or embed entire test/exam on Google Sites and publish the same for viewers within class. GoogleDocs is an interactive documentation app which can be shared with students and facilitates collaborativelearning as it permits instant chat within document. Google Sheets are used to store marks and observe theprogress charts of students.

This type of analysis helps students to select the most appropriate stream after class X.

Google Hangout is another powerful tool used by teachers to take online classes, recording them in class-specific youTube channel. We have been also been using KAHOOT for spot quizzes and Google forms forremotely administered quizzes at KIIT.

On learning front, apart from online material sharing, online courses & discussion forums, teachers at KIITuse the concept of Flipped Classroom teaching to schools. This reverses the traditional learning environmentby delivering instructional content, often online, outside of the classroom. It moves activities, including thosethat may have traditionally been considered homework, into the classroom. In a flipped classroom, students


watch online lectures, collaborate in online discussions, or carry out research at home and engage in conceptsin the classroom with the guidance of a mentor.

There are tools that allow community of learners to come together, have meaningful discussions, engage incollaborative learning, working on projects together. For Example, at KIIT we use Edmodo to share content,distribute quizzes, assignments, and manage communication with students, colleagues, and parents.

There is a lot of free content available online like Podcasts, Videos, eLearning courses. This is the righttime to witness and usher in the change not only in our thinking but also in our way of imparting education. Acentralized model allowing schools to subscribe to these services offered from government schemes orpublic-private partnerships could help all schools get on the computerized model.

In conclusion, there is a huge potential and multiple options that are out there to bring the ICT ineducation and examinations. This will help both teachers and students connect with wider world, explore newpossibilities in education, create new knowledge with ICT and connect with each other. Our responsibility is topick out the right ones and adapt them to Indian education and evaluation scenario. However, how much torely on traditional methods and how much to expose our classrooms to digital paradigm are the questions westruggle with. The right balance is still some distance away.

✦ ✧ ✦

STUDENTS’ PERCEPTION OF ENJOYMENT AND BOREDOM AT SCHOOL - AN INDIAN EXPERIENCE 39

STUDENTS’ PERCEPTION OF ENJOYMENT AND BOREDOM ATSCHOOL - AN INDIAN EXPERIENCE1

Prof. D. S. Muley*

Prof. Daya Pant**

Mother asks her son after he returns from his first day of schooling, “What did you learn in your schooltoday.” Son said, “Nothing. That is why I have to go to the school tomorrow again.” The son thus, continues togo to his school every day in search of ‘learning’. Gradually, the objective of ‘learning’ takes a back seat, andthe reason that drives him to the school day after day for years is the habit of going to the school. During hisvery early childhood when he was about 2-3 years old, he used to be sent to a crèche in the neighbourhood orin a distant school by bus, mostly for keeping him there for a few hours to enable his working mother toconcentrate on her work in her work place or in case of non-working mother to have a peaceful time lookingafter her daily chores.2 Going away from his secure home for a few hours during the day becomes a matter ofhabit for a child. An analogy, though not very appropriate, of a chain smoker who smokes as a matter of habitrather than for enjoyment, would perhaps describe the status of a school-going student from the standpoint ofenjoyment and boredom at school. Children at school have hardly any better option other than surrenderingthemselves to structured courses of studies and time schedule. We shall come back to this issue a little later.However, one would like to move from the simple to the complex.

French social scientist Bruno Latour, Institut d’ Etudes Politiques de Paris (Sciences Po) who visited India afew years ago commented, “India is a reservoir of alternative interpretations ------.”3 Any attempt to reflect onany aspect of contemporary India must inescapably adopt a selective approach. In view of any number of viewpoints, there would always be a view quite opposite to one presented here.

The story about India is never complete in any discussion, unless a mention is first made of thebewildering diversity and variety of infra-structure and quality of her 1.2 million primary and upper primaryschools in which about 200 million children are taught by 5.7 million teachers of whom many are untrainedand hence, they are employed on contract with far less salary than the regular teachers.4 Added to this, aremore than 2,30,000 secondary and senior secondary schools with the same kind of diversity in terms of infra-structure and quality. On the top of this is an alarming 46 % children mostly girls5 belonging to the sociallyand economically disadvantaged sections of the society dropping out before completing their elementary

* Advisor, COBSE** NCERT1 By courtesy of Revue internationale d’education de Sevres, CIEP, France2 In a rural and semi-urban setting, variations to this pattern are obvious.3 The Times of India, April 4, 20114 Poor States where the literacy is comparatively low, hire large numbers of untrained teachers on contract. One State alone hired200,000 contract teachers. They were paid 1/5th of the salary of regular teachers. Interestingly, one researcher found these contractteachers improved students’ learning. Is it true that something even of a very low quality, is better than nothing, or is it true that theprocess of learning is a ‘state of mind’ not dependent upon circumstances including teachers?5 Girls in India have an utter disadvantage. The skewed sex ratio being adverse to women indicates that a large number of femalefetuses are aborted before they are born thanks to the availability of the medical technology (amniocentesis) across the country todetermine the sex of the fetus. Out of those who are fortunate to escape the menace, many find it difficult to continue their educationas the study of the Washington-based Population Reference Bureau reveals that 47% of Indian women between 20 and 24 years aremarried off before the age of 18 which is the legally permissible age for the marriage for girls.


education. The sad story does not end there when it is noticed that for more than 80 million children in theage group of 6 to 14 being still out of school, the feeling of enjoyment and boredom at school for theseunfortunate children is a far cry. This is more than enough to defy any final word to be said on the students’perception of enjoyment and boredom at school in India.

Enjoyment and boredom juxtaposed against each other do not seem to be a convincing dichotomy, one isabsent in the other, though. There is a third position in which there is neither enjoyment nor boredom orperhaps a little bit of both. The perception of most students in India would fall in the third category.

While capturing the images of children going to their elementary school in the morning when they shouldotherwise be bubbling with enthusiasm, the noticeable feature is their reluctant steps with ‘not-very-cheerful’faces. But when the school bell rings in the afternoon to indicate that classes are over, children are generallyseen to rush out of their classrooms in hurry, girls giggling and boys laughing as if they are finally coming outof their daily confinement. We may be accused of being superficial in our comments. We would therefore,attempt to search for substantial issues.

Sources of Enjoyment and Boredom in Indian SchoolsBoredom is meriting a good deal of contemporary attention. We note with interest that “France is all set to

replace Gross Domestic product with public ennui as a measure of popular happiness and economic progress.”6

We are not attempting to unravel boredom links to clinical depression or any pathological behaviour. Nor arewe trying to look for solutions which are always easy to suggest and are later vulnerable to ridicule. Instead,we are trying to find out conditions prevalent in schools of India that lead to students’ boredom.

Exploring sources of students’ enjoyment and boredom in schools should throw adequate light on thestatus position which in turn, would give us enough tools to assess which sources are stronger and which onesfor that matter outweigh the others. This should also give us fairly a good idea as to whether ‘learning’ whichin principle and ideally speaking, should be the main source of enjoyment, is an incidental or a plannedoutcome.

Learning as a source of joy or a pain in the neckThe Right to Education (RTE ) passed by the Indian Parliament in August 2009, provides a legal framework

that entitles all children between the ages of 6-14 years to free and compulsory admission, attendance andcompletion of elementary education. This would hopefully bring all children within the fold of the schoolsystem without any discrimination. The flagship programme of the Government of India titled as Sarva ShikshaAbhiyan ( Education for All Movement) was aimed at achieving universalization of the elementary educationby 2010, as mandated by the 86th amendment to the Constitution of India making free and compulsoryeducation to children of ages 6–14 a fundamental right. Another full-fledged programme on Universalization ofSecondary Education (USE) followed by Rashtriya Madhyamik Shiksha Abhiyan (RMSA - National SecondaryEducation Movement) was also launched. All these moves initiated with the objective of strengthening thedemocratic system and ensuring a sustainable growth and development of the country, have been wellappreciated.

Learning is a biological and social necessity. The process of learning in the pre-historic times was wovenaround day-to-day learning in an informal way. The unconscious focus was on character building and

6 The Times of India, April 19, 2011


development of skills. The main feature in the informal way of learning was its highly individualized character.We have since come a long way so much so that for obvious reasons the learning has become mass-based. Theformal schooling as against the informal one is a pain in the neck for most of us, unless the motivation isother than learning itself. One of the numberless ‘pearls of wisdom’ often remembered in India is, “From dirtemerges the beautiful lotus, from the scorching heat comes the shower of relief and from the depth of painsprings joy.”

Learning does not come an easy way. It comes in proportion to one’s capacity and readiness to toil andsweat. Internal motivation strong enough to enjoy learning irrespective of all odds is found to be present in avery few children. However, some incentive such as receiving praise or a word of encouragement from teachersputs a lot of joy in the learning process. Similar is the case if students have opportunities for their activeparticipation in learning and other activities as well as for their interaction with teachers who are friendly andunderstanding. Borrowing the method of Snapshot Observation System from an American education researcher,the Human Resource Development Ministry, Government of India set up an observation team to conduct asurvey of about 500 schools in half-a-dozen States of India. The team found that teachers spent only 2% timeon praising and encouraging students.

Schooling and LearningTeacher is the fulcrum of learning in school. She has the potential of making learning a painful or a

pleasant experience for learners. A comment of a class IX student is quite revealing, and it goes like this, “Ilike chemistry but my teacher is very strict. She gets annoyed when I ask any question. It is very frustrating. Iwould better not study chemistry.”

In any case, schooling should not be confused with learning. Such confusion often leads to an utterneglect of ‘knowledge’, which again should not be confused with information. School syllabi and textbookswhich are considered as blue print for any learning in Indian schools, lay excessive emphasis on informationand facts, lately sincere efforts have been made to register a shift from information to critical understanding,though. 7

Curriculum LoadThe curriculum load with a heavy dose of ‘facts’ and ‘information’, and the way the learning of curriculum

content is evaluated, make students weary and completely exhausted. Gaps in the sequencing of syllabibetween the lower and the higher classes as well as repetitions of concepts and information lead to boredom.The pace at which the syllabi especially in mathematics and natural sciences, moves from one concept to theother outstrips the pace at which the conceptual understanding of most, if not all students can possibly takeplace. The question of content packed syllabi cutting across school subjects as a source of students’ distresshas been a topic of debate among policy makers and educators. Despite sincere efforts by all the concernedand competent people, the question is still very much around.

Motivation is so essential for learning as well as for enjoying the process of learning. It is worth examininga couple of factors that influence students’ motivation, against the ground situation.

The National Advisory Committee which prepared the Report on Learning Without Burden in 1993,identified “a lot is taught, but little is learnt or understood” as the major flaw in the Indian system of school

7 Learning Without Burden, Government of India, Ministry of Human resource Development, Department of Education, New Delhi, 1993,page 16


education (page 4). The most noticeable feature is the size of the school bag which weighs about 4 kg8, andwhich is carried by elementary school children from home to school and back to home every day. Teachers aremostly obsessed with ‘covering syllabuses’. Added to this is the large class which on average, ranges from 40 to90 students in different States. Learning at school thus, has become a joyless process in most schools of India.

Like and Dislike for a SubjectSince late 1970s the 10+2 pattern of schooling has been in place through out the country. The first ten

years of schooling is designed as general education with no optional subjects, except in a few State Boards ofSchool Education where courses such as music and cookery have been included as optional courses. It is at the+2 stage (classes XI-XII) that a variety of subjects are offered as optional subjects in addition to compulsorycourses of languages. Practically all Boards offer two languages, mathematics, science and social sciences ascompulsory subjects in the first ten years. Considering the fact that a very large number of students fail to getthrough their examinations in mathematics and English, indicate students’ dislike for certain subjects. In ourinteraction, the students have pinpointed certain subjects as the major source of boredom, dislike for subjectsvaries from individual to individual, though. At the same time, our interaction also reveals that liking for andinterest in certain subjects is a source of motivation for learning, albeit this is not the case in a large numberof students.

The best argument in favour of whatever position we take in regard to students’ enjoyment and boredom atschool is a few minutes of conversation with the average school going child. During one of our interactiveconversations with students of a few schools to get a feel of students’ perception of enjoyment and boredom inschool, a student9 wrote a very meaningful paragraph for us, which is reproduced here. “Apart from anindividual liking or disliking for a subject as source of ‘enjoyment’ or ‘boredom’, we do witness certain areaswhere the schools have provided absolute boredom and anxiety to even the interested students of a particularsubject. For instance, schools continue to hinder students’ thinking ability by telling them to stick to thesyllabus. A curious mind’s creative question is pushed aside as something ‘out of the syllabus’ and is givenlooks that are certain to make him feel guilty----. The exams don’t check the intellect of a student, but hisability to memorize.-----. A school is a jigsaw puzzle ----- where one has to assemble the pieces --------.Midway through the puzzle one faces several alternatives under two categories ‘enjoyment’ and ‘boredom’.”

Infrastructure FacilitiesThe pathetic picture of infra-structure facilities in many Indian schools is patently revealed by the fact that

a large number of girls drop out from schools because these schools do not have toilets for girls. Twointeresting write-ups given below are worth mentioning in the context of weak institutional structure.

1. Teachers in Assam, a State located in the north-east of India, frequently complain of backaches for theymust bend to write on blackboards which are mounted on tripods.

2. One of the exercises included in class V textbook, asks children to decide whether the statement ‘Road isalso a playground’, is right or wrong. The right answer is that the statement is wrong as playing on theroad can be dangerous. The message is true in a normative sense, but it ignores the reality of theoverwhelming majority of urban children who have no other space except the street to play. The children’sjoy of playing on the street must be respected. (Learning Without Burden, page 9)

8 In cities non-working mothers are often seen to relieve the child of the burden by carrying their child’s school bag back to home fromthe bus stop where they wait for their child after classes are over.9 Ketan Sharma, Class XII, Dayanand Anglo Vedic School, Delhi


In many cases students have to walk long distances at times in an unfriendly weather, to reach theirschools which have broken furniture or no furniture at all, no facility for clean drinking water and classes withno roof. All these factors though familiar to students in rural areas, cause immense discomfort and detractthem from learning. Excessive rains during the rainy season flood schools and their neighbourhood in manyparts of India resulting in unplanned but ‘very welcome’ holidays for children.

There is any number of studies made on behalf of Governments and NGOs on the status of institutionalfacilities in Indian schools. We have preferred to make a mention here of one small study conducted by thePratichi Trust which was set up by Prof. Amartya Sen with the help of the proceeds of his Nobel award.10 It wasfound that a significant proportion of teachers were absent from school on the days the study team visitedthem. Teacher absenteeism was greater in schools where the bulk of children came from tribes or socially andeconomically poor families. Ironically, it might be presumed that teachers’ absenteeism must be makingchildren enjoy their time in schools.

Some other studies have also revealed that 40% - 50% of the teachers present in schools do not teach. Nowonder, a very large proportion of students rely on private tuition as a supplement to whatever little they weretaught in their schools. In fact, the ‘coaching institutions’ or private tuitions in India constitute a parallelschooling system and are worth about Rs. 10 billion.

Learning and Future CareerFuture career is a great intrinsic motivation for students to apply themselves to their studies. The following

typical feeling expressed by a class X student of a State Government school during our focused groupdiscussion represents a common dream. “I have to work hard in studies to fulfill the dreams of my parents,particularly my mother. I have to build a house for them.” But unfortunately, at the institutional leveleducation at different stages of schooling does not provide any linkage with the appropriate career relatedknowledge and skills. Guidance services introduced in Delhi schools during early 1970s could not make much ofa dent.

The link between learning and future career are not distinctly visible in lower classes. It begins to be seenat grades XI and XII which are the launching pad for choosing and building for the future career. The absenceof this linkage at school de-motivates many to enjoy the learning process.

Fear of Corporal Punishment and BullyingFor many children schooling is associated with the fear of teachers and bullies. Despite the directive of the

Supreme Court of India to States in 2000 to ensure ‘that children are not subjected to corporal punishment inschools and they receive education in an environment of freedom and dignity, free from fear’, the use ofcorporal punishment as the accepted way of disciplining children is quite common in schools. There are anynumbers of cases where children especially if they belong to the weaker sections, are severely beaten andinjured as part of the punishment meted out to them by their teachers or principals.11 Added to this is thescare created in the minds of children who are comparatively more vulnerable to bullying, by their classmatesor seniors. As a consequence, their attendance dips erratically. For these tormented children especially of theelementary schools, schools become fearful places, though there is no denying that bullies and perhaps a few

10 Amartya Sen, The Argumentative Indian, Penguin Books, New York, 2005, page 21611 The national Council for Protection of Child Rights (NCPCR) receives complaints and publishes reports on this issue.


teachers, whose wisdom and rationality are often hijacked by their anger, may have a different take. When fearfills the air, there is hardly any space left for enjoyment.

Pre-occupation with ExaminationsExaminations in India remain an important index of learning. Opportunities of admission in the higher

education to a large number of students are denied only because they could not register high score in theirexaminations, thus unleashing not only a fierce competition in the school system, but also taking away thepleasure of learning and pursuing in-depth knowledge of any subject.

Examinations especially those conducted by State Boards of School Education have emerged as demonsthat kill all joy of learning. “The awe they (examinations) generate, the responses they trigger, and the kind ofpreparation they demand have all got so entrenched into the social lore that minor improvements -------- donot make difference to the dominant influence that the examination system has on the process of learning andteaching. ---------.” “ Both the teacher and the parents constantly reinforce the fear of examination and theneed to prepare for it in the only manner that seems practical, namely, by memorizing a whole lot ofinformation from the textbooks and guidebooks.”12 It is student’s performance in examinations that determinesher / his chances of getting admission to institutions of her / his choice as well as of being called forinterview for employment. No wonder, one keeps on getting sad news of students committing suicides for notfairing well in examinations. A few talented children do enjoy competing through examinations as they arepretty sure of their rank in the higher bracket, followed by praise and accolades for their achievement. But thelarge majority is in the grip of fear.

Introduction of School-based EvaluationExamination reform in India is a buzzword these days. It has many foci, promoting stress-free and holistic

learning being the major one among them. Despite the concerted efforts of one and all, the evaluation systemhas not moved beyond assessing students for their content knowledge. The concept of the Continuous andComprehensive Evaluation (CCE) was introduced mainly to offset this deficiency in the external examinationsystem. With the ever-increasing importance of life skills and co-scholastic aspects of learning, there is nowgreater realization that students’ performance should be assessed in both scholastic as well as co-scholasticaspects. CCE refers to school-based evaluation covering both scholastic and co-scholastic areas to make theevaluation comprehensive. The co-scholastic aspect covers affective and psycho-motor domains. This refers tothe assessment of students’ performance in various co-curricular including socio-cultural activities that areorganized in and outside the classroom. It is sincerely felt by one and all that CCE opens a window ofopportunity for innovations to make learning an enjoyable experience.

Schools affiliated to the Central Board of Secondary Education, Delhi where CCE has been introduced forsome time now, have reported a significant increase in opportunities for an average child to participate invarious co-curricular activities and excel in a variety of fields that are not strictly scholastic. However, manystudents in Delhi who have experienced a few years of CCE feel that the stress and anxiety associated with asingle annual test are being replaced with another stress and anxiety, though of lesser degree, of multipletests.

12 Learning Without Burden, page 6


Mid-day Meal as the motivationK. Kamraj, Chief Minister of Tamil Nad (one of the southern States of India) during 1960s saw a few boys

tending their cows and goats during one of his official tours in the countryside. He asked one boy, “What areyou doing with these cows and goats? Why didn't you go to your school?" “The boy said, "If I go to the school,will you give me food to eat? I can learn only if I have something to eat.” This small incident prompted theChief Minister to launch a mid-day meal scheme to provide a free lunch to school children on all working days.The mid-day meal programme is now running all over the country with the objective of promoting theenrollment of children and ensuring their retention in schools as well as to address malnutrition. Today morethan 120 million children benefit from the programme which is the world’s largest school feeding programme.It is clear that for these poor and hungry children the motivation for going to their schools is a square mealrather than learning.

ConclusionConsidering the nature of this paper in which we have based our observations and remarks largely on the

feedback received from students of both Government and Non-government schools, it won’t be inappropriate toconclude by making a mention of some interesting general comments made by young students. A few studentssaid they were in the school to escape from the boredom at home and from the prying eyes of their parents.There were others who wanted to do well in study not because they enjoyed it, but because they just wanted tofulfill the dreams of their parents. Most students enjoyed coming to the school to have fun and frolic withfriends, to eat and gossip together and above all to sleep during class periods, and if that was not possible dueto the watchful eyes of the teacher, bunk classes. The most enjoyable ‘activity’ or ‘inactivity’ to escape fromthe boredom was to sleep. Now, which one outweighs the other, enjoyment or boredom? Well, it’s anybody’sguess.

References1. Government of India (1993).Learning without Burden. New Delhi: Ministry of Human Resources Development (MHRD),Department of

Education, Government of India.

2. National Council of Educational Research and Training (NCERT) (2000). National Curriculum Framework for School Education. NewDelhi: NCERT

3. Sen, A.(2005). The Argumentative Indian. New York: Penguin Books.

4. The Times of India, April 4 & 19, 2011, New Delhi

✦ ✧ ✦


USE OF TECHNOLOGY IN ENTRANCE EXAMINATIONS

B.M. Gupta

Profile of the person submitting the Article

B M Gupta initially worked at Indian Institute of Public Administration (IIPA) and joined Central Board ofSecondary Education (CBSE) as System Analyst cum Programmer in 1986 and superannuated on 31st December,2011 as Director (IT) of the CBSE. Mr Gupta has overseen the computerization of the Boards entire activitiesespecially the process leading to the conduct of Examination of classes X and XII and various entranceexamination such as AIPMT, JEE & CTET etc. Presently, he is working as Officer on Special Duty (Examinations)with Veterinary Council of India, (VCI) New Delhi.

IssueTechnology means tools, materials and a process for solving practical problems. Technology is not

stagnant, but keeps bringing new ideas, knowledge, inventions and skills that should be applied to day to dayactivity. The term technology as applied to the process of education includes ways of organising events andactivities to achieve educational objectives as well as the materials and equipment involved in the process. Theuse of technology has made every aspect of education modern, reliable, global, efficient and cost effective. Thefeatures of technology are more prominent in the conduct of examinations world-wide.

In Indian higher education system there is many fold increase in its institutional capacity sinceindependence. Manually management of bulk amount of data is very tedious, time-consuming and error pronetask leaving some space for malpractice and frauds at various level. Effective management and transparency arethe key factors to curb malpractice and academic fraud. ICT in general and Internet in particular without anydoubt has the immense potential as a tool for transparency and effective management. In examination system,the data is of very sensitive type, any compromise with it can make or mark the career of the students and anyfiddling with the integrity of such data can lead to mistrust on the academic system as a whole.

Every now and then there are media reports about malpractice in Examination especially during theconduct of various All Indian/ State Level Entrance Examination.

Examination malpractice is a bottleneck associated with the conduct of examinations. The forms ofexamination malpractice include bringing in foreign materials; irregular activities inside and outsideexamination hall; collusion; impersonation; leakage; mass cheating; insult/assault on supervisors and others.Laziness, unseriousness, uncompleted syllabus, fear of failure and poor reading skills were recognized bystudents as causes of examination malpractices. There are several negative effects of malpractices used inexaminations like - discourage good candidates from studying hard, deny innocent students' opportunity foradmission, delay the processing of examination scores and grades, dissatisfy candidates, and decrease jobefficiency.

USE OF TECHNOLOGY IN EXAMINATIONS 47

The prevailing system is riddled with many challenges, including:• Question paper leakages

• Student cheating/impersonation

• Shortage of qualified examiners

• Delays in paper correction

• Discrepancies in handling of transcripts

• Manipulation of scores

• Delays in results processing and declaration

• Handling of re-evaluations

Malpractice may occur at three points, before examination, during examination and after examination.

(a) Types of examination malpractice before or after examinations include:

• obtaining set of questions;

• modifying student's score cards, answer scripts and/or mark sheets;

• submitting project, laboratory and/or field report not prepared or written by the students themselves ;

• breaking into staff or departmental offices in order to obtain question papers, answer scripts or marksheets, or substituting a fresh answer script for the original scripts; and soliciting for examiner's helpin order to pass examination.

(b) Forms of examination malpractice during examinations include:

• using another person to sit for an examination on behalf of a candidate;

• bringing in prepared answers/copying from textbooks, notebooks, laboratory;

• specimens or any other instructional aids smuggled into the examination hall;

• collaborating with an invigilator to cheat in the examination hall;

• communicating or attempting to communicate between/among examinees;

• copying or attempting to copy other student's work/answers in examinations;

• submitting or attempting to submit a new prepared answer script as a substitute for the original scriptafter an examination;

• non-submission of answer script at the end of an examination;

• Illegal removal of answer scripts from the examination hall.

The use of unfair means in examination is a plague on our education system. Educational institutions areexperiencing an ever increasing trend towards the use of unfair means in examinations and they are unable tostop this drive. The intensity and pervasiveness of this problem can be gauged from the fact that apart fromthe students, some parents too positively intervene and help and facilitate their children in their cheatingadventures. The use of unfair means in examinations in certain areas has indeed become a thriving business forthe examination mafia.


Range from leakage of question papers to copying, changing answer books, impersonation, misconduct inexamination centre, approaching invigilators/ examiners, making false entries in award list/ examinationregisters and issuing fake certificate/degrees etc.

Such acts may be broadly categorised as follows

• Allotment of choice examination centre.

• Appointment of choice invigilating staff.

• Leaking information about question papers, identification of invigilating staff and papersetters/examiners.

• Bribing/influencing/terrorising examination staff, invigilators and paper setters/examiners.

• Possessing cheating material (written/printed/electronic device etc) or copying from such material.

• Giving/receiving assistance to copy in examination centre.

• Changing/replacing roll numbers and answer books.

• Disclosing candidates' identity in answer books.

• Misconduct, carrying offensive weapons, refusing/resisting the lawful orders of supervisory staff,creating disturbance, instigating other candidates, threatening or assaulting the invigilating staff,impeding the progress of examination, in or outside the examination.

• Smuggling answer books in or outside the examination centre.

• Addition to answer books after examination.

• Manipulating marks through fictitious entries in award list/examination register.

• Sale of examination centre to organised gangs where cheating/unfair means are arranged.

• Helping the candidates to use unfair means in any form and by any one in or outside the examinationcentre.

Effects of Examination MalpracticeThere are many bad effects of malpractice, it affects student’s efficiency and at the same time the

credibility of the examination conducting agency is also at stake. Some of the main bad effects of malpracticesare discussed below:

• Discourage good candidates from studying hard

• Denies innocent students' opportunity for admission

• Delays the processing of examination scores and grades

Methodology

In my opinion in order to check malpractices we should make effective use of Information andCommunication Technology (ICT)

Information and Communication Technology (ICT) has become, within a very short time, one of the basicbuilding blocks of modern society. Many countries are in the process of mastering its basic skills and itsconcepts are very crucial in education. This is because it adds value to the processes of learning and to theorganization and administration of learning institutions. It encompasses different types of technologies, which


are utilized for capturing, processing and transmitting data and information, using computer facilities. It is anumbrella term that includes communication device or application, encompassing radio, television, cellularphones, computers, network, hardware and software, satellite systems and so on, as well as the various servicesand applications associated with them.

Thus, ICT focuses specifically on the application of these new technologies in an educational context andenvironment, and serves as a tool for supporting the various components of education. Such componentsinclude, among others, teaching and learning, resources management (human, material, financial resources)and admission and examination processes also known as learning assessment. One specific form of ICT forassessment is the Computer-Based Testing (CBT), also known as Computer-Based Assessment or e-exam. It is amethod of administering tests in which the responses are electronically recorded, assessed, or both. Thismethod of testing is important because it can measure different skills or sets of knowledge in order to providenew and better information about individual’s abilities. Colleges and universities receive CBT results morequickly than those from paper-based test, and they can make their admissions decisions more quickly.Individuals can take a CBT even with minimal or no previous computer experience; since; instructions providedin a basic computer tutorial before the test will provide the experience needed to take the test using a mouse.

Other justifications for the change-over from the Pencil & Paper Test (PPT) to CBT methods include quickrelease of results; generation of databank for admitted and registered students; quiet and comfortable testcentres; secured test items; unbiased test administration and scoring; faster decision making; reduction incases of impersonation and adequate coverage of course syllabus in examination questions. There is no doubttherefore that technology today offers many new opportunities for innovation in educational assessmentthrough rich new assessment tasks and potentially powerful scoring, reporting and real-time feedbackmechanisms. One potential limitation for realizing the benefits of computer-based assessment in bothinstructional assessment and large scale testing comes in designing questions and tasks with which computerscan effectively interface (i.e., for scoring and score reporting purposes) while still gathering meaningfulmeasurement evidence.

Process of conducting of examinations can be divided into the followingstages

• Pre-test examinations.

• Preparation for the announcement of the beginning of admission campaign.

• Reception of entrants’ applications.

• Preparation for official examinations.

• Processing of examination reports (minutes).

• Scanning of answer sheets and the analysis of information.

• Calculation of scores, conducting of competition and distribution on specialties.

• The report (announcement) of results of exams

• Use of archival database

1. Processes and assessment set to change:

With the advent of technology into exams, the lengthy processes are expected to be faster, more efficientand fair. Assessment is also going through many innovations and is moving towards becoming a more robustsystem, where all stakeholders are aware of student performance.


2. Greater importance to security of examinations:

All universities expressed concern about cheating and other malpractices in exams. They use variousmethods to curtail it, and hope that technology will help them in this endeavour

Cloud computing is a buzzword for today. Most of the applications and services are utilizing it to improveefficiency and reduce cost of managing the services and applications.

Online examination platform is perfectly suited for hosting in cloud environment. It is common thatduring actual examination process more number of students access the system and system utilize maximumprocessor and transactions during concurrent examination timing.

In case of a particular entrance exam which is to be conducted online for an institute and around 50000candidates are going to appear simultaneously, cloud computing can provide you option to utilize maximumresources only during actual examination process and ramp down utilization of hardware and resources afterexamination is completed. If online examination is going to be conducted for 3 hours then online examinationsystem can be deployed in cloud environment like Microsoft Azure with auto scale facility for the virtualmachines. Auto scale facility of cloud environment enables to increase virtual machines automatically whenmore users are trying to access the website.

In this way cloud environment enables maximum utilization of resources during actual online exam timeand reduces or scale down the resource utilization when examination is completed. So any number ofapplicants can appear for exam with ease and cost associated with infrastructure is minimal. Onlineexamination would also provide you advantage of accurate results and analytics and other administration,paperwork of manual examination management gets reduced drastically.

E-ExaminationsExaminations worldwide are means of assessing or evaluating the entire teaching and learning processes

especially as they relate to the students’ performance. Originally, examinations are expected to appraise notonly the performance of the students but also the teachers’ effectiveness, achievement of the statedinstructional objectives, overall effectiveness of the teaching methods, the instructional materials used and thefinal assessment of the student’s achievement, usually leading to a formal qualification or certification of askill or simply a change in the students’ behaviour. However, some of these parameters could be compromisedfor the electronic examinations because of their peculiarities and special operations.

Since e-learning is becoming more popular and accepted in the Indian school system, the importance of e-examinations is not negotiable and cannot be overemphasised. The e-examination is a welcome innovationbecause the conventional examination is plagued with several pitfalls such as examination leakages,impersonations, inadequate supervisors, demand for gratification by markers so that results can be influenced,bribe taking by supervisors or invigilators, and the most devastating of these is the delay and/or in manycases, non-release or delay of examination results especially where there are large classes or publicexaminations.

OutcomeAs explained in the beginning the present system i.e. pen paper test riddled with many challenges. The

solution lies in the use of more technology in the conduct of examination. However even in switching over theconduct of e-exams computer based test, there are some students who had indulged in malpractice using


Bluetooth, Earphone & Microphones stitched inside the collar connected to the Mobile phones concealed in theundergarments or to a Smart watch.

To prevent the same nowadays various electronic devices are used such as :

Electronic DetectorsThese are technological equipment that has the ability of detecting mobile technology devices as they are

switched on or off and when in use. These detectors could be utilized to identity signals outside the hall. Itcan also indicate whether the mobile device is being operated within an examination hall.

JammersPhone-Jammers are devices which are designed to prevent radio equipment from receiving and transmitting

the signal relevant to their functions because it is technologically easy to disrupt mobile phones by making allattempts to block the electrical fields.

Security Scanner/ Metal detectorsThis is a signal detector useful in preventing the use of mobile communication in examination hall. It

allows for quick search, screening, and examination of students and what are on them before entering theexamination halls. Once suspicious items are shown on the monitor screen of the scanner, the student will beinstructed to remove the items before entering the examination or test hall.

CCTVsThis device can be very effective in curbing examination malpractice in institutions where there are large

numbers of students and few invigilators or supervisors in the hall. Through the closed-circuit television,examination monitoring officers from the control room watch and monitor the examination halls effectively.

I am sure that by use of technology, the examination conducting bodies for professional examination maygradually switch over to e-examination i.e. computer based test and while doing this, the authorities may alsoconsider use of electronics detectors, jammers, metal detectors and CCTV’s wherever possible to ensure smoothand fair conduct of examination.

✦ ✧ ✦


USE OF ICT IN ENTRANCE EXAMINATIONSAN END TO END SOLUTION

Dr. Sanyam Bhardwaj

Profile of the person submitting the ArticleDr Sanyam Bhardwaj is Joint Secretary & Officer on Special Duty in Central Board of Secondary Education

and looking after the conduct of National Eligibility Cum Entrance Test through which admissions are made inMBBS and BDS courses. He is associated with this examination since 2003 except for three years i.e. from 2012to 2014 when he was on deputation in National Institute of Open Schooling as Director (Student SupportServices). He has in depth knowledge of conducting national level examinations. He is known for innovationsin examination and use of technology for making system user friendly, transparent and responsive. In 2015,when Hon’ble Supreme Court of India directed CBSE to re-conduct the All India Pre-Medical/Pre-DentalEntrance Examination in 4 weeks time after the report of use of modern communication devices for unfairpractices in the examination, he decided to implement dress code for the first time in examinations and barredmany items used to be carried by hiding communication devices in examination centres. His decision toimplement the dress code was also upheld by the Hon’ble Supreme Court of India. Now many organizationshave adopted dress code and barred items in their examinations. Use of ICT to assist the stakeholders ineducation is his expert field. Recent conduct of few Medical Entrance Examinations by the CBSE could be seenas model examination system which was developed by him.

1. IntroductionInformation and Communication Technology (ICT) plays an important, valuable and critical role in today’s

world. ICT usage has become very common but its full potential is yet to be used. With the more use of mobiletelephony, Use of ICT too has increased and people have become more adoptable and familiar with the benefitsof ICT. It is a helpful tool for creating good governance in the working of any organization. Developingcountries have now understood the importance of ICT and have started yielding results in improving itsgovernance.

New India is rising under the great vision of Sri. Narendra Modi, Prime Minister of India. His views arethat “India's population of 1.25 billion is our asset. It is the IT sector that can “lift” up the nation to anall-round development and inclusive growth with a focus on tapping the fullest potential of the countryespecially the youth and women. To become a superpower we don’t have to accomplish huge militarybrass but our ICT capability is what will count to make us a global leader.” His vision is to use the ICT ineach and every field to provide transparent and timely services to the citizens of the country.

Education is an important field where use of ICT has given desired results as envisaged by the PrimeMinister of India. Central Board of Secondary Education (CBSE) being the pace setting National Board has usedICT in school education extensively. Many of its activities are now based on ICT platform. Few digital initiativesare:-

• “Saransh” a tool for comprehensive self review and analysis for CBSE affiliated schools and parents.This brings schools, teachers and parents close,

USE OF ICT IN ENTRANCE EXAMINATIONS AN END TO END SOLUTION 53

• “e-CBSE” is an initiative to bring books close to students, so that students can read them on the go,now no need to carry books, just go to the site and start reading and learning Online.

• Registration Portal- a platform for schools for submitting online registration and examination form.

• e-Affiliation- an online platform for the schools who wish to get them affiliated to CBSE.

The use of technology by CBSE has made many aspects of education modern, reliable, global and efficient.In addition, CBSE has also used ICT vigorously in the field of results processing and thus even after theincrease of number of students appearing in class-X and class-XII every year, Board has advanced the date ofdeclaration of results in recent years. Also, these services are transparent and available at door step of theschools and students.

2. IssueBeside class-X & Class-XII, CBSE is also conducting04 National Level Entrance Examinations. These are

National Eligibility Cum Entrance Test (NEET) for admission in MBBS/BDS, Joint Entrance Examination(Advance) JEE(Advance) for admission in Engineering and Architecture undergraduate courses, Central TeacherEligibility Test (CTET) and UGC National Eligibility Test for Lectureship (UGC-NET).In these examinations, about6 million candidates are appearing. The important issue in entrance examinations is that though a big numberof candidates are appearing in these examinations but CBSE has to hold these examinations in shortestpossible time. Only with the use of ICT, CBSE is completing the entire process of examination from launchingof application to declaration of results. CBSE has introduced ICT in most of the areas of these examinations tobring reliable, efficient, transparent and robust e-governance system. Further, Hon’ble Supreme Court of Indiain 2015 directed CBSE to re-conduct All India Pre-Medical/Pre-Dental Test (AIPMT) and again in 2016 directedto hold a fresh medical entrance test in the form of NEET-II in 2016.

3. MethodologyBased on past experience, CBSE has enabled nearly all activities for the conduct of entrance examinations

with ICT technology and the same are successfully tested in the conduct of NEET-2016. Briefly, the details ofuse of ICT in NEET examination are as mentioned:-

The number of candidates grown in NEET from its inception year is shown in the graph.


All the processes of conducting entrance examination can be mainly divided into the following threestages:

1. Pre-Examination Stage

• Issue of Admission Notification

• Release of Information Bulletin

• Frequently Asked Questions

• Registration of candidates by uploading of Photo, Signature and Finger prints

• Payment of examination fee

• Printout of confirmation page

• Obtaining of consent from centers

• Obtaining of consent from observers

• Obtaining of consent from City Coordinators

• Obtaining of ‘No Relation’ undertaking from Boards Officials

• Facility for correction in candidates data, if any

• Issuing of Roll Numbers and allotment of centres

• Communication to candidates through SMS, emails and through Radio

• Meeting with all the centres fixed for conduct of examination through Web Radio, etc.

2. Conduct of Examination Stage & Post Examination Stage

• Scanning of Answer Sheets

• Scanning of Attendance Sheets

• Display and challenge of Answer Sheets

• Display and challenge of Answer Keys

• Declaration of Results

• Hosting of Rank Letters of selected candidates

• Hosting of Result and Rank Letters in Digilocker

Pre-Examination Stage

The activities of this stage are mainly dealt with the help of the website so that candidates from anycorner of the country or abroad and eligible to appear in the examination may apply and submit theirapplication form. The website is developed in such a way that all the rules and regulations for NEETexamination are inbuilt so that candidates who are eligible only can apply. Further, to ensure the genuinenessof the candidates, their photo, signature and finger print impressions are uploaded in application through webapplication. Three choices for examination cities are also obtained from the candidates to allot the centre tothem. Unlike earlier, when candidates were supposed to purchase the application form and send it to theBoard, they had only 8 working hours per day for submission of the application form. Thereafter, time in postwas also taken to deliver the application form to the CBSE. But now 24 hours, candidates can submit theirapplication from any part of the country and abroad. Candidates can pay their fee also online usingDebit/Credit Card, CSC wallet, Challan and Net Banking.

USE OF ICT IN ENTRANCE EXAMINATIONS AN END TO END SOLUTION 55

Another important use of website is instant communication with the candidates. Information Bulletin,Frequently Asked Questions, Steps for filling of application form are hosted on website. All these initiativeshelp candidates in correctly submission of their applications. Once application is submitted, candidates canpay fee and take the printout of the confirmation page to ensure correctly submission of their candidature. PDFcopy of confirmation page is mailed to candidates in their login account and SMS is also sent to them with allvital details. Looking into the topography of the country and availability of the network facility, CBSE hasmade the arrangement for submission of application form through more than 1,50,000 Common ServicesCentres of e-Governance Services of Ministry of Information and Technology, Govt. of India. As per pre-fixedschedule, candidates are also provided the facility for correction in their data if they need so through thewebsite only.

For making other important preparation like obtaining of consent from centres, observers, City Coordinatorsand no relation undertaking from Boards Officials, CBSE has shifted from traditional mode to the system of ICTwhere all these stakeholders are provided a link by sending an email through which they can submit all thedetails and consent as desired by the CBSE.

Once all preparations are made, candidates are allotted the Roll Numbers and centres and they are issuedAdmit Cards through website in their login accounts. When they are down loading the Admit Cards and takingprintout, a PDF copy is also mailed to them on their registered email id.

CBSE also used the services of All India Radio for organizing various radio programmes from time to timebased on the importance of information to be communicated to the candidates. These programmes arebroadcast across the country so that information could be communicated to the candidates even in the farflung area. Beside this, another important issue is to communicate all desired information about the policy ofconduct of NEET to the centres, CBSE has used the services of web radio i.e. Mukta Vidya Vani of NationalInstitute of Open Schooling. Through web radio, a live meeting was organized where a power pointpresentation is presented which is sent to all the centres in advance. Centres are also allowed to raise theirquery if any, which are instantly replied too. Web radio programmes was attended by more than 1,25,000 staffof the centres which has helped CBSE in successful conduct of NEET examination.

Another innovative action taken in the NEET examination to provide a clock on NEET website with theinstructions to all the candidates, centres and other functionaries to set the time of their clock with the timein web clock so that all the activities during the conduct of examination will take place at the same timeacross the country.

Conduct of Examination

During the conduct of examination, data of the candidates made available to the Boards officials deputedin each city for the conduct of examination so that in any emergency they may use the data for smooth andfair conduct of examination. Many communications with centres and other functionaries are made using ICTbased platform. In various documents, bar code is used for easy identification of the document and thecandidate.

Post Examination Stage

This stage in any examination is not only vital, sensitive and secret but quite mammoth too. Dealing withsuch a big data correctly is a herculean task. However, CBSE is always innovating using ICT and completing thetask of declaration of results successfully and as per schedule.


At this stage, Answer Sheets based on the Optical Mark Reader and Intelligent Character Recognition arescanned by OMR scanners and also their image is prepared with the help of image scanners. Through scanningof OMR data of the responses of the candidates is captured. With this exercise, correct data of the candidates’details and their responses is got ready for the evaluation of the performance of the candidates. However, tomake the system transparent and to resolve any ambiguity, images of the Answer Sheets is hosted on websiteand made available to the candidates in their login account where they can see and verify their answer sheetand if they have any issue, the same could be challenged online on which CBSE will take an appropriate action.The answer keys are also hosted on website in the similar fashion as in case of answer sheet. Candidates canalso challenge the answer key using online facility on which CBSE is taking final decision. Attendances Sheetswhich are based on OMR technology are also scanned to find out the correct data of candidates remain presentand absent in the examination. Once, all the issues of answer sheet and key are resolved and data of absenteeis matched, scoring of the marks of all the candidates is done. After verifying the scoring, merit list is preparedand result is finalized which is hosted on website for the information of all the candidates and stakeholders.Result and Rank Letters are hosted on website and Digi-locker which is linked to their Aadhar number. Once,candidates are downloading their result, the same is also emailed to the candidates.

4. OutcomeWith the above efforts by the use of ICT in the Medical Entrance Examination, CBSE was able to successfully

conduct of Re-test of AIPMT-2015 in 4 weeks time and a fresh test of NEET-2016 in nearly 2 months of time.NEET is a successful model which is fully automated, transparent, quick and responsive. The manual work hasbeen replaced by technology and this examination, which was requiring 8 to 9 months time for its conduct cannow be conducted in much less time.

Recent conduct of NEET has been appreciated by Hon’ble Supreme Court of India, the Oversight Committeeappointed by Hon’ble Supreme Court of India, Hon’ble Minister for Human Resource Development, Hon’bleMinister for Health and Family Welfare and the public at large. This was made possible only because of the firmcommitment for the use of ICT in the NEET.

Sri R.K. Chaturvedi, Chairman, CBSE has further committed to align the services of CBSE with the PrimeMinister’s dream project of ‘DIGITAL INDIA’. CBSE geared up to come up with more use of ICT in the conduct ofNEET and other examinations to provide better and transparent services to its stakeholders.

✦ ✧ ✦

INTERNATIONAL BACCALAUREATE MIDDLE YEARS PROGRAMME (MYP) E-ASSESSMENT 57

INTERNATIONAL BACCALAUREATE MIDDLE YEARSPROGRAMME (MYP) e-ASSESSMENT

Priyamvada Taneja*

As a leader in international education, the International Baccalaureate (IB) is committed to preparingstudents for the challenges of today’s world. IB programmes assess understanding and skills that go beyondmemorizing facts and figures. In an era of rapid change and an ever-increasing flow of information, studentsneed to demonstrate their ability to organize knowledge and use it critically and creatively. The IB knows thatstudents are increasingly digitally aware and engaged with technology, which is why the Middle YearsProgramme (MYP) pioneered an innovative assessment model for Grade 10 students that goes beyondtraditional examinations. MYP external assessment provides a balanced and age-appropriate strategy thatschools can use to validate student achievement. Students demonstrate their understanding and skills throughclassroom performance, onscreen final examinations and a personal project conducted over an extended periodof time.

MYP on-screen examinations are unique — they are the only rich, criterion referenced, computer basedexaminations currently available. MYP on-screen examinations make use of technology to set challenging taskswhich use rich media to stimulate demonstrations of deep conceptual knowledge and skills. Other computerbased examinations tend to use technology to create mainly adaptive examinations and/or multiple choiceexaminations which are limited in what they can assess and are norm referenced.

External assessment is an optional feature of the programme. The new assessment model strengthens thecontinuum and offers students formal, recognized qualifications. However, it is not compulsory for schools toenter their students for all of the eAssessments - the only requirement is for authorized IB schools with Grade10 students to send the Personal Project for Assessment. Beyond this, there is total flexibility for schools toenter their students for as many or as few of the eAssessments as they wish.

The new MYP includes a range of strategies for assessing what students know and are able to do. As well asthe mandatory external moderation of the personal project in 2016, schools may offer MYP eAssessment, inwhich IB examiners assess:

• sample ePortfolios in order to moderate results to international standards for:

- Language acquisition, validating student achievement in reading, writing, listening and speaking

- Coursework in arts, design or physical and health education

• selected courses in language and literature, sciences, mathematics, individuals and societies, andinterdisciplinary learning through two-hour onscreen examinations.

* Development and Recognition Manager, India. International Baccalaureate Organization.Source : Brochures, Flyers and Posters—International Baccalaureate ® (n.d.) retrieved October 24, 2016. fromhttp://www.ibo.org/digital-toolkit/brochures-flyers-and-posters


Demonstration of students’ understanding and skillsMYP students demonstrate their achievement through creative writing, investigation and analysis of a wide

range of sources. MYP eAssessment focuses on synthesizing information, evaluating findings and applying themto real-world situations.

Onscreen examinations: Engaging, authentic, efficientOnscreen examinations offer new opportunities for making assessment more engaging, authentic and

efficient (onscreen examinations only last 2 hours each). Working in a familiar digital environment, studentscan use a variety of tools to respond to challenging questions. Examinations include rich media backgroundresources (interactive text, images, video, animations) as well as interactive tasks that simulate, sample orreplicate classroom learning engagement in a secure environment. MYP onscreen examinations are carefullyaligned with the programme objectives for each subject group.

Internal assessment remains a cornerstone of the MYPMYP assessment focuses on tasks created and marked by classroom teachers who are well-equipped to make

judgments about student achievement. Until now, the MYP has maintained international standards andvalidated student grades through a system of moderation of samples of student coursework—teachers haveselected student work that represents a range of achievement and submitted it to the IB to ensure that thestandard of marking is in line with the organization’s expectations. Students from moderating schools havebeen eligible for the MYP Certificate and records of achievement.

All MYP subject groups prescribe detailed assessment criteria that teachers use to evaluate studentachievement. This internal assessment of coursework remains a cornerstone of the MYP.

Internationally recognized IB MYP Certificate or Course ResultsStudents who successfully complete the required MYP eAssessments can attain the new IB MYP Certificate

or IB MYP Course Results. These internationally recognized credentials offer students flexibility to meetindividual learning goals and local requirements. MYP grades, validated by eAssessment, provide valuablefeedback about academic achievement and will help to prepare students for success in the IB DiplomaProgramme or IB Career-related Programme.

The IB is planning to introduce on-screen assessments into the DP from 2018 onwards. However, there willbe parallel on-screen and paper assessments until the paper assessments are faded out.

✦ ✧ ✦

INTERNATIONAL BACCALAUREATE MIDDLE YEARS PROGRAMME (MYP) E-ASSESSMENT 59

Documents

USE OF TECHNOLOGY IN CONDUCTING EXAMINATION BY …cobse.org/SAHODAYA-USE-OF-TECH-IN-EXAMS.pdfUSE OF TECHNOLOGY IN CONDUCTING EXAMINATION 3 5. Online examination for the subject Information