Major Recommendations of Kothari commission (1964-66) on Examination

The Indian Education Commission (1964–1966), also known as the Kothari Commission, was an ad hoc commission established by the Government of India with the objectives of reviewing all facets of the Indian educational system, developing a general pattern of education, and providing recommendations for rules and policies to advance education in India. Under the leadership of Daulat Singh Kothari, who was also the chairman of the University Grants Commission at the time, it was established on July 14th, 1964. The commission’s mandate called for the formulation of broad principles and directives for the advancement of education from the elementary level to the highest level as well as advice to the government for a uniform national pattern of education in India.

However, the panel did not have authority over the medical and legal research. The panel served from 1964 to 1966, and on June 29, 1966, it turned in its final report.

According to the Kothari Commission, assessment is a continual process that is a crucial component of the whole educational system and is closely linked to learning goals. It has a significant impact on both the student’s study habits and the teacher’s teaching style.

As a result, it not only helps to assess academic success but also to enhance it. It is important to improve written exams as well as other means of evaluating student performance, including observational methods, oral assessments, and practical exams.

The commission made the following suggestions with regards to evaluation at different stage education:

 At lower primary stage

  • The lower elementary level, which includes classes I through IV, should be treated as an ungraded unit to allow students from diverse backgrounds to grow at their rate.
  • Through frequent training sessions and orientation programmes, teachers should receive the necessary preparation for the ungraded system.
  • Teachers should employ observation techniques deliberately and methodically.

At the higher primary stage

  • Oral tests that are a component of internal evaluation should be given weight in addition to written assessments.
  • introduction of a straightforward cumulative record card in a gradual way to indicate a student’s development, academic and emotional issues, transition challenges, etc.
  • After elementary school, there needs to be an external examination.

At the secondary stage

  • Raising the technical proficiency of paper-setters, using objective-based questions, adopting a scientific scoring system, automating the scoring of scripts, and processing results are all ways to improve external exams.
  • The State Board’s certificates must reflect the candidate’s performance across all topics without comment or other indication that the candidate passed or failed the whole exam. Additionally, permission should be granted for topic improvement or reappearance.
  • After class X, a few chosen schools should have the flexibility to evaluate their pupils on their own and administer their final exams, which will be regarded as being similar to the State Board’s external test.