Can term-end summative examination as a form of assessment be done away with totally?
Not just yet, given the 60 % weightage that it enjoys in the current structure of assessment. However, the academia seems to be inclined towards adopting formative methods of assessment, involving continuous, low-stakes techniques, to ensure better learning outcomes.
Professors of engineering institutions in the State deliberated on the topic, Formative Assessment in Engineering Colleges – Review and Reforms, on Wednesday as part of the ‘Uyarkalvi Uraiyadalgal’ conversation series organised by the Tamil Nadu State Council for Higher Education (TANSCHE).
While summative assessment was an evaluation of learning, formative assessment was an evaluation for learning, since it aided the process of learning by helping adjust the gaps and correct mistakes in course of the journey, the teachers stated.
They said that continuous assessment methods would require greater involvement of teachers into the system. Project-based assessments were gradually gaining popularity as well. Addressing complaints of possible increase in workload, they said that adopting appropriate technology and improving infrastructure of institutions could offset some of those problems.
