Kingdon, G. G. (2019, May 22). Hoodwinking India’s Children.
The Times of India (New Delhi), p. 18.
The Times of India (New Delhi), p. 18.
In writing this article, the author has relied upon her professional experience and undertaken an analysis of recent trends in board examination results in India. The article presents a perspective on understanding marks scored by students in board examinations in India. The article specifies that Kingdon is Professor of Education Economics at University College London and President, Board of City Montessori School, Lucknow.
In her article, Kingdon addresses the trend of various boards of
education towards spiking marks in the gab of moderation. She questions if the
rising marks of students in board examinations over a period of years are a reflection
of increasing learning levels. She explains that moderation of marks is an
accepted global trend to compensate for, say, a difficult question paper.
However, such moderation is for a minimal percentage point, not of the magnitude
currently under way. Such magnified moderation is a trend across boards and has
become a competition across boards.
education towards spiking marks in the gab of moderation. She questions if the
rising marks of students in board examinations over a period of years are a reflection
of increasing learning levels. She explains that moderation of marks is an
accepted global trend to compensate for, say, a difficult question paper.
However, such moderation is for a minimal percentage point, not of the magnitude
currently under way. Such magnified moderation is a trend across boards and has
become a competition across boards.
Kingdon ascribes this moderation of marks by state boards to the
politicisation of education for electoral advantage. Another possibility
explored is the use of RTI by students to ask for answer scripts, which boards
avoid by inflating marks. Pre-specified key words are awarded 100% marks, which
also leads to mark inflation. Other reasons such as asking factual questions,
and using liberal marking schemes are also mentioned.
politicisation of education for electoral advantage. Another possibility
explored is the use of RTI by students to ask for answer scripts, which boards
avoid by inflating marks. Pre-specified key words are awarded 100% marks, which
also leads to mark inflation. Other reasons such as asking factual questions,
and using liberal marking schemes are also mentioned.
The author raises the question of boards meeting public trust and
misleading children about their learning levels by increasing marks by as much
as 15 percentage points. She also
acknowledges that any board which resorts to reforming the practice of such
moderation would have the ‘first mover’ disadvantage. Therefore, the solution
lies in various boards coming together or the Ministry of Human Resource
Development in taking action that can pre-empt universities conducting separate
entrance examinations.
misleading children about their learning levels by increasing marks by as much
as 15 percentage points. She also
acknowledges that any board which resorts to reforming the practice of such
moderation would have the ‘first mover’ disadvantage. Therefore, the solution
lies in various boards coming together or the Ministry of Human Resource
Development in taking action that can pre-empt universities conducting separate
entrance examinations.