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Assessment and Evaluation in Tertiary Chemistry Education:Are We Bothered?


Affiliations
1 Department of Chemistry, V.G. Vaze College of Arts, Science & Commerce, Mithagar Road, Mulund (East), Mumbai 400 081, India
2 Homi Bhabha Centre for Science Education, Tata Institute of Fundamental Research, V.N. Purav Marg, Mumbai 400 088, India
3 Department of Chemistry, V.K. Krishna Menon College of Science & Commerce, Bhandup (East), Mumbai 400 042, India
 

Are the marks obtained by students in the qualifying UG & PG chemistry examinations really a measure of their academic potential? This question is open to debate, as there have been instances where a nonparticipative, weak student has ended up getting more marks than he/she deserves, whereas a student with good understanding has gone to a lower position. One of the reasons for this is the nature of the examination papers. This paper discusses some of the drawbacks of the current assessment and evaluation system, particularly regarding chemistry education and provides solutions to make it more meaningful.
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  • Assessment and Evaluation in Tertiary Chemistry Education:Are We Bothered?

Abstract Views: 363  |  PDF Views: 111

Authors

Lakshmy Ravishankar
Department of Chemistry, V.G. Vaze College of Arts, Science & Commerce, Mithagar Road, Mulund (East), Mumbai 400 081, India
Savita Ladage
Homi Bhabha Centre for Science Education, Tata Institute of Fundamental Research, V.N. Purav Marg, Mumbai 400 088, India
Gomathi Shridhar
Department of Chemistry, V.K. Krishna Menon College of Science & Commerce, Bhandup (East), Mumbai 400 042, India

Abstract


Are the marks obtained by students in the qualifying UG & PG chemistry examinations really a measure of their academic potential? This question is open to debate, as there have been instances where a nonparticipative, weak student has ended up getting more marks than he/she deserves, whereas a student with good understanding has gone to a lower position. One of the reasons for this is the nature of the examination papers. This paper discusses some of the drawbacks of the current assessment and evaluation system, particularly regarding chemistry education and provides solutions to make it more meaningful.


DOI: https://doi.org/10.18520/cs%2Fv109%2Fi1%2F18-20