Internal evaluation versus external evaluation
External examination or external assessment is intended to provide information about students, information that can be used by teachers and others to find students’ suitability for further higher education or employment in an institution. So even the teachers are too impressed with the suitability of the exam results. They are tempted to twist the teaching to get satisfactory results in exams without caring if the students have gained knowledge or not. Experts believe that there is no education system in universities but an examination system. University exams both at the end of the year and at the end of the semester assess the ability to recall facts, recall principles, use numerical data, construct hypotheses, evaluate hypotheses, design experiments. But they do not measure students’ ability to use the single technique they have studied.
Students who appear for the higher education entrance tests are tested for their overall ability. Students studying for final exams or external exams cannot pass these placement tests.
Some of the possible learning outcomes should be knowledge, understanding, application, analysis, synthesis, evaluation, drawing and drawing skills, ability to handle tools, communication skills (writing skills , conversation), social skills (teamwork and leadership), self-interest (regularity, industriousness, inventiveness, originality, initiative), positive and scientific attitude, appreciation and creativity.
These qualities cannot be achieved by final exams or external exams. So there is a need for continuous internal evaluation. Evaluation is understood as the final decision and assessment, while evaluation is a constant poll for the best way forward.
Internal evaluation is a continuous, periodic and internal process. This means that assessment is carried out in relation to certain skills and abilities in certain subject areas on a periodic and continuous basis. This needs to be planned for at the time of curriculum development, program interpretation and clarification of learning objectives. This is known as internal, because the assessment is done by the institution’s teacher and no external agency intervenes. It does not necessarily replace the final exam. The final exam must be taken as part of the internal assessment. It also doesn’t just mean a few intermediate exams instead of final exams and requires that the learning outcomes of a particular subject must be explained perfectly. Internal assessment should test those skills and abilities that cannot be tested through a written exam at the end of the course.
Due importance should be given to internal evaluation and final examinations. The grades or marks from the internal assessment and the external final university examinations must be reported separately on the grade sheets. Teachers should carry out internal student assessment, taking into account all aspects of student work such as assignments, exercises, exercises, seminar contributions, project work, as well as periodic performance tests.
Students can be tested by questions such as short quizzes, objective type questions, short answer essay type, long answer essay type, structured essay type, problem solving type, performance type and assignments, tutorials, projects.
The success of an internal evaluation system will largely depend on teachers; their understanding, training, potential, honesty, impartial attitude and above all the “professionalism” they bring to their teaching-learning-experimenting work.