"Evaluation of education systemThere are a lots of definitions of assessment that basically that come across on raising issues thatare similar in meaning but are rather said with the aid of different words. From the above it ishighly understandable what the happenings of higher institution of studies are. According toSatterley (1981) an assessment can be defined as “Educational assessment is an omnibus termwhich includes all the process and products which describe the nature and extent of children’slearning, its degree of correspondence with the aims and objectives of teaching and itsrelationship with the environment which are designed to facilitate learning.” Among severaldefinitions of assessment a definition of it was also given by Webb and Borris(1990) they said,“must be an interaction between the teachers and the students, with the teachers continuallyseeking to understand what a student can do and how a student is able to do it and using thisinformation to guide instruction.” Though sadly the faculty at the institutions of higher learningvery rarely assesses the students to get information so that they can implement it in theirinstruction guidance.Although there are several definitions of assessments but the definition that has been prescribedby the international dictionary of education that states that assessment is nothing but a way inwhich the measure of the quality and the quantity of teaching is taken into account using varioustechniques of assessment such as objective tests, projects and assignments along with someexaminations. Thus these test that are involved in the process of assessment not helps in makingproper judgment regarding the performances. However it is noteworthy that the assessment andthe test are not similar in any way. As described earlier assessment involves making judgmentsand for that we need proofs and proofs are nothing but a collection of data that are provided by8 Evaluation of education systemthe test and exams that we that we take and thus helping us know better that whatever we havetaught the students have they learned them effectively or not. A reference related to the assessment of the mathematics students was given by Cockcroft(1982)in which he stated that , “Assessment is an essential part of the work of all the teachers; it needsto be carried out in a variety of ways and for variety of purposes.” Much assessment is based onmarking of the written work and on the information that a teacher gains as a result of commentsand the inquiry that are asked in the process of talking with each student and a collection ofclass.The assessments that are made at different levels require only addressing the fact of why andhow they are being conducted. For every subject that a teacher teaches they conduct some formof assessment to gather information related to the students but the worst scenario of it is althoughthere is a lot of information but that remains stale. The utilization of the data that is groupedtogether is not done accurately.Rowntree(1977) had made some assessments the concerns relating to those assessments werepointed out by Cockroft(1982). The assessment made by Rowntree (1977) consisted of fivedimensions. These dimensions were about Why to assess ; what to assess How the assessment isto be done ; what are the things that need to be interpreted; How response is to be generated; thequalities to look for during the assessment. Any single method can be used to for the findingsand thus giving us meaningful assessment results. Thus it can be said that it involves taking rightways to see what has been assessed and then the results should be told to the ones that are theinterested ones. 2.2.2 Types of Examinations9 Evaluation of education systemo Descriptive Assessment:This type of assessment is usually, made at the end of the course called descriptive assessment.The results that are obtained are usually made to grade students at the end of any course. Theresults of this assessment are used to compare students that are ranked according to thepercentage they have obtained and thus making judgment about them. Apart from that theseresults can be used to view the performance of the student by comparing him to some predefinedcriteria and do judging his performance o Developmental assessment:This kind of assessment is conducted throughout the entire duration during which the programruns. In this type of assessment continuous response is taken in the form of feedbacks. This typeof assessments basically helps in improving the learning process. These types of continuousassessments are usually done with the help of Tests, Projects, Seminars and tutorials.2.2.3 Current Practices in ExaminationThere are a lot of differences and similarities regarding the assessment practices in higherlearning institutes. Different institutes grade the weightage of viva voce differently starting from20% to 100%.Thus one can see that there is a lot difference in the weightage of the viva voceitself. Some of the institutions are practicing it while the others are not. There are lots ofdifferences in the architecture of graduates programs. Different institutes follow differentarchitectures some follow the pattern where 1,2,3 semesters are for course and the 4 is for theses,in some cases 1,2 semesters are for course and 3,4 for thesis. The marking pattern of theexaminers from within the institution is very different.10 Evaluation of education systemAll the institutes are becoming similar in the way that the teachers from the institutes areproviding laxities to the students. Most of the internal examiners do not have the proper trainingthat is required thus they are examining all the students the way they were initially examinedprobably their schools. The results that are provided by the assessments conducted are merelybeing used for grading. Almost all the higher institutes are practicing it except far and few.One of the senior academic administrators has a view that these institutions are producingcertifiable illiterates that can neither write any paper pertaining to science nor can are able givepresentations with the use of all the latest technologies.All the universities are following a similar way of examination that is including Writtenexaminations, course assessment, viva voce, and thesis that carry different weightage of marksfor different programmes that include diploma, doctoral, bachelors and masters.Diploma programmes: Theses are different and are assessed in very different ways in differentinstitutes of higher learning. In some institutes the ratio of the written examination and coursework both are 50%but some institutes follow 60% of the written and 40% of the course work.Bachelor’s Programmes: Most of the institutes follow the pattern in which they either give 70%weightage to written and the rest to the course work or they give 60% weightage to the writtenprogramme and rest to the course work.Master’s Programmes: In these programmes as well the assessment differs from institute toinstitute. Some institute give weightage to “50% of written exam and rest50% for courseassessment. Others follow 70% written and 30% course and some others follow 60% written and40% course assessment.” These programmes also include researches.11 "