Xavier International School

Three Types of Exam
Unit Test: There are three Unit test in a year. Each of the unit test is scheduled to take almost one month before the terminal exams. Each unit test will be taken for full marks 20 and time period of 35 minutes. 5 % of each unit test will be carried for final evaluation.

Terminal Exam: There are three Terminal Exams in a year, F.M of the terminal exams is 100. Generally time period of 3 hour is provided to the examines. The first and second terminal exam carry weightage of 20 % each. The final terminal examination is the Annual Examination covers the entire course having weightage of 55 % for annual evaluation.

Important of Examination
Examinations, being an important pillar of the education system, are designed and administered at different stages of education and their results are used for various purposes, such as grading and classification of students, guidance and certification, and are a source of motivation and inspiration for teachers and students. However, the examinations held at schools and, more often than not, to draw justifiable flak for their lack of effectiveness and substance. Among the factors reckoned as responsible for deterioration over the years in the standard of education, examinations are believed to be a major one.

Therefore we at XIS have been trying over a number of years to develop a system of assessment that effectively assesses and evaluates a child’s progress over the year. To this end, alongside the examinations that students do at the end of each term, we also have a continuous assessment component. This comprises 30% of the grades for each student from class 1 – 8, and is the only basis for reporting on students in Toddlers, K.G. and U.K.G.

The continuous assessment is for the academic work that is done during the term and must be based on assessment tasks that are linked to the syllabus. Subject teachers will need to keep a record of all grades given during the term and ensure that these grades cover a variety of tasks. Remember that students learn in different ways and perform at their best in different situations, so one of the aims of continuous assessment is to give as many different learning experiences to our students as possible and give them every chance to prove their ability. It also prepares them for the world of work where the continuous performance of their duties is the means of assessing them.

Below are some observations concerning exams, put forward in the light of last year's experiences:
The question paper design must be focused on testing the students’ knowledge and comprehension, besides the application of knowledge. Challenging and provocative questions should be framed to evaluate critical thinking and analytical skills of the students; and to discourage rote learning.

One feature of poor design of question paper is that students can perform poorly in class and yet pass their examination by means of selective and limited studies. This can be discouraged by enhancing the high standards of examinations. Well written examinations alongside well planned continuous assessment will provide students with a solid platform and sound footing for the pursuit of their professional studies. Otherwise we risk perpetuating the stereotyped system of teaching and examination.

The assessment system not only significantly influences the teaching-learning process, classroom practices, curriculum and textbook development, and teacher training, but can also arrest and reverse the decline in the standard of education. The teaching-learning process that is centred on satisfying the natural curiosity and spirit of inquiry of the students and disciplining them in the application of their own ingenuity and skills, places primary emphasis on pursuing the right questions rather than on securing the right answers.