Delivering Quality Education: Pedagogy and Evaluation II

Dr. Asangba Tzudir

Going further, on the aspect of pedagogy and evaluation, is the need to address the problem of imbalance between pedagogy (constructivist) approach and the evaluation method beyond checking of answer scripts. Questions are more important than the answers, and thus the questions that are set to evaluate the students should be able to assess the actual understanding of the student learners. If the questions are not set in a way that would address the knowledge and learning content of the students, then the evaluation system would not be able to differentiate between who actually learnt and who did not. In such case, even rote learners that ‘learn’ through memorization by way of repetition can score well.


Unless pedagogy is properly engaged, the evaluation questions, so also the ‘style’ of checking scripts will not be able to evaluate the true knowledge content of the students. And especially when the current objective of the govt. schools and colleges is to improve the poor results, the objective itself will encourage giving high marks. Ultimately though, the high marks would neither reflect nor justify the knowledge content of the students. The high marks will make a student qualified on paper, and lacking in knowledge content and understanding will make that person qualified but unemployable.


There are alternatives to rote learning which includes meaningful learning, associative learning and active learning. This depends a lot on the method and practice of teaching which is the pedagogy. In order to engage and inculcate ‘meaningful learning’ in the hearts and minds of the students, the learned knowledge and information should be taught and delivered in such a way that it comes with understanding and conviction which would enable the students to make connections with other previously known knowledge, and more so, help explore in trying to understand the various relevant forms of knowledge. This will serve as a push factor for associative learning in enabling the knowledge and ideas to reinforce as well as create linkages in the wider spectrum of knowledge chain.


Further, to make teaching-learning exercise meaningful, the students should be made a part of the process by engaging and involving them practically besides passively listening. Constructivist approach to pedagogy would also help the students understand the pleasure of collaborative learning which is not about learning only from themselves but also learn from their peers. This requires teachers to go beyond mere providers of knowledge and information but as active facilitators starting with role-playing offering demonstrations wherever necessary, and also generate discussions.


Such a pedagogical process need to be in place so that students are properly and rightly taught which goes beyond the rituals of teaching, and also evaluated accordingly for what they learn and not through rote learning. In the pursuit of knowledge, the grades should not be the main focus, rather the knowledge content.


(Dr. Asangba Tzudir writes a weekly guest editorial for The Morung Express. Comments can be mailed to asangtz@gmail.com)