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Subject: Engineering an Online Assessment

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Chandan Vichoray
Posts: 3
29/05/2007 16:01  
In India there's an Examination called Graduate Aptitude Test in Engineering or simply put GATE which assesses students of Class 12th for an admission to the coveted Indian Institutes of Technology or IITs. The examination is a paper-pencil test and is administered on a time span of 6 hours in two sessions of 3 hours each. In India the test is administered on 1 pre-decided day and time and around 3-4 hundred thousand students appear for the exam.

Now what I intend to study here is the probability of getting this examination online and seek the managerial aspects of implementing the online system effectively, I being a management research student.

WHat Mr. Boud has described in the presentation is the effectiveness of the assessment on the learning capabilities of the students who seek to be a part of the elite educational institutions in India with an asumption that a student seeking admissions to IIT has a certain definite level of competence.

Contrary to that there have been cases where the student has made it to the IIT by studying very hard but losing out on his chums because of lack of imagination and system understanding. Could we find a solution to this issue and if so what could be the ideas through which we can assess the students in this direction and still satisfy our purpose of effective assessment.
Chandan Vichoray
Posts: 3
29/05/2007 16:06  
A Correction:
GATE is for all gradute students aspiring for an M.Tech in Engineering. My sincere apologies on the inadvertant error
Chandan Vichoray
Posts: 3
29/05/2007 16:07  
Posted By Chandan Vichoray on 29/05/2007 16:06
A Correction:
GATE is for all gradute students aspiring for an M.Tech in Engineering. And the exam span is only 3 hours of objective testsMy sincere apologies on the inadvertant error
David Boud
Posts: 5
30/05/2007 01:23  
My experience of Graduate Aptitute and Skills tests is that they are extremely poor vehicles for promoting learning as they are designed purely for summative purposes and have no aspirations to do anything else. This may not be a problem if they are entirely disconnected to the curriculum, but because they are high stakes, students are still influenced excessively by them. In places were this occurs (eg. in medical registration in North America), it has not inhibited the use of assessment practices in problem-based learning programs that address many of the principles that I have outlined.
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