Volume 1 Issue 6 December, 2011
Internal(s) External(s) & Exam(s)! What might ease the exit for students?
Examination is around the corner in few days for undergraduates, they are already neck deep in preparation & just few more weeks later, its post graduates turn. Student’s life looks so exciting, except when it comes to internal tests, exams, external examiners and external examination centers! It would be time of equal distress for faculty. But are there internal & external factors for all these uneasy phase of student’s life? What could make this phase more ease than the current trend?
As most faculty are aware that students by far get easily carried away in activities or interest which is immediately at their disposal ,overlooking long term goals. And faculty, who are managing multiple task of clinical & research work along with teaching different batches at different phase of curriculum might lose track of how particular batch progress. Students & faculty are aware, that overall performance at exams may not reflect the actual skill of student but by far it may the best way to assess, considering all internal & external shortcomings.
Proposed Objectively Structured Clinical Examination (OSCE) pattern may not undo all short coming. In current pattern, Internals appear out of blue, main exam are first & last actual experience for that year! Students can do better if they are exposed to exam pattern frequently like short version once 3 months & actual exam pattern once in 4 months, both theory & practical’s. Faculty can simply streamline the process at the beginning of batch by division of task within the department & utilize the PGs or senior student representatives to do the job when need arise. Considering all internal & external factors affecting exam process, mere multiple exposure to students & guiding students to work on the results may make the process an ease.
0
0
