analyze critically the present system of assessment in school education

In a country like India where a vast section of the population still struggles to rise out of poverty, there is no doubt that issues like education and health will to a large extent decide how people live their lives. Without denying this fact, it can also be argued that since they have been perennial problems in our society our understanding of these areas has reached a certain level and we should not shy away from using these very tools if we hope to improve upon the situation.

Challenges teachers face with assessment:

 Check here Sudhir H. Desai, Director General, RISS. (Reuters) Educationally institutes in India have come a long way, with a boost in pupil enrollment, better standards of infrastructure, and accountability systems in place. Yet, despite this, there are still several challenges that teachers across the country face on a day-to-day basis. Below are the challenges that teachers face with assessment and assessment-related activities, along with suggestions on how best to manage these: — An assessment environment has multiple elements, such as candidates, their parents, examination boards, and evaluation and learning resources. Teachers then need to keep track of the whole system to provide holistic education. This would require not just a comprehensive assessment plan, but also consistent implementation of these plans through the whole duration of the teacher training programs. Most teachers are unprepared to handle this task. — Most teachers do not feel that assessment of learners is

Assessment in classrooms

 Increasing enrollments and the rapid spread of the internet has resulted in increased demand for independent, non-credentialed assessment and evaluations. Schools have the option of using their own faculty and staff or hiring outside staff for a range of evaluation and assessment tasks. Assessment can be both test-taking and descriptive and more directed observation. Independent evaluations can sometimes be used instead of classroom teaching to promote self-directed learning and self-evaluation. Regardless of the structure of the evaluation, students must be assessed in a way that does not damage self-esteem and does not add to unnecessary stress. The context of an evaluation is an essential part of its context. The context of a measurement event reflects what sort of system we are testing, who is performing the measurement, the amount of emphasis to be placed on the specific task, and the degree of freedom the individual is granted. The context of an evaluation

analyze critically the present system of assessment in school education. 

Challenges in Assessment Process

 Substantial Taxation for Dividends Service Charges Product Categories for Dividends: Income Versus Capital Dividend Alternative Investment Strategies Different Service Charges for Passive Income Dividend-Related Products vs Passive Investments: Which Ones Can Your Business Use? Preparing a Dividend Policy Statement Dividend Planning for Corporations Extending the Timeframe for Dividends Designing a Dividend Policy Cashing in a Dividend Taxonomy of Taxes Dividends & Passive Income Tax Is a Dividend Tax Exempt? Issues Facing Dividend Investors Understood Under-trained When was the last time you had to analyze a dividend statement? This might be a distant memory, but for now, we can categorize a stock purchase in the same way as an actual form. Sometimes, we have to ask ourselves whether we want to categorize the purchase of a stock as an investment or a Dividend investment. Such a question is vital to any investor, but if you're not sure of the answer, that is an easy

Summary table of the main theoretical frameworks 

Table of links to the main theoretical frameworks: 1. System Dynamics (1995) by Kenneth Boulding and Arnold W. Trainer (Eds.), Oxford University Press, NY. 2. The Feeding Frenzy (1996) by Leonid Kulik (Ed. John J. Gofman). Princeton University Press. 3. The Eight Principles of Growth: The Theory of Change (1993) by Prasanta Sanyal (Ed. John E. Schultz). University of Chicago Press. 4. The Post-Industrial Society (1994) by Jeffrey Sachs and Thomas F. Eagar. International Development Research Center, Chicago. 5. Systems Thinking and the Decomposition of Change (1994) by John Elkington. Cambridge University Press. 6. Socionics: The Science of Personality and Social Interaction (1988) by Trofim Lysenko (Ed. Trofim Lysenko). Kimura Publishing, Tokyo, Japan. 7. Evolution and Systems Theory (1994) by Masao Harada. Kegan Paul, Trench, Trubner, New York. 8. The International Malthusianism Revisited (1995) by Roger E. Tuttle (Ed. J. Zagorin). Allyn and Bacon. 9. Economic Development:

The controversy of education In Kopardi,

 we find that when things go wrong, instead of sitting back and focusing on correcting the deficiencies in the system, a violent response is always employed. The handbrakes have come off. While no question of inaction or non-interference is allowed in a free country, violence and repression simply and instantly become the only response. Even the proposed protest should have not been responded to in this fashion. Rather, dialogue and consultation should have begun and then convinced everyone that there can be a solution. In most countries, the government is often seen to be on one side of a debate or the other. A prime example is a raging debate over the Supreme Court decision on Section 377 of the Indian Penal Code. In that case, the court was seen to have taken a decision, and it had to be sustained. In the recent Bal Thackeray-Jayant Sinha controversy, the NDA has been seen as having taken a stand about Babri Masjid and Ram Mandir. Political analysts like to