Remedial English Test Series 78

        

   Remedial English Test Series 78

 

      Identify  the ONE mistake in each line and make corrections    (1 mark for each correct answer. Total score   ___ )  

01 The excellence of a school education system must be assessed by the creative individuals it produce. That
02 principle can be the only meaning  guide for the Central Board of Secondary Education, as it once again
03 tweaks its test  system to make the Class X Board examination compulsory for all students from 2018.    It is
04 wrong to believe that students in the CBSE system are not being assess  with sufficient rigour: the
05 Continuous and Comprehensive Evaluation (CCE) method that it follow is aimed at identifying learning
06 difficulties periodically and instituting remedial measures, rather than raise stress with a make-or-break public
07 examination at the secondary level. This philosophy helps students master various topic  and discover their
08 aptitude in the course of a year, eliminating the chances of a single rote-learn test that could produce an
09 aberrant result. The gains of such a system should not be throw  away in the quest to bring about ‘uniformity’
10 in the Class X education pattern across the country. If anything, it is learning outcomes and creative brilliant
11 assess through non-ritualistic aptitude tests that should rate the capacity of an educational board. Such an
12 approach would also encourage teachers to innovate conceptually, rather than drills students to face an
13 examination. The argument in favour of a compulsory Class X Board examination make by Union Human
14 Resource Development Minister Prakash Javadekar is that its absence discriminate  against candidates of State
15 boards. In fact, the Minister announced his intend of returning to a compulsory Board examination well before
16 the CBSE govern body formally announced it. The logic, however, is flawed. Uniformity militates against
17 creative educational methods, and a test that is no more than a straitjacket crush the initiative of teacher and
18 student. The CBSE would, therefore, do well to avoid homogenisation, and retains sufficient scope for true
19 learning. This can be done by giving the CCE system — which the Board call  a balance between incessant
20 tests and a single annual assessments — equal weightage, even if all students take a Board examination for
21 Class X. As the CBSE puts it, over-dependent on a single examination deprives the learner of motivation and
22 opportunities for reflection on his or her work. It also does not finds favour with the National Curriculum
23 Framework 2005 that emphasised greater flexibile for teachers to decide on how to train students in concepts
24 and help them learn at their own pace. What India need  is a school-level assessment method to identify actual
25 learning that would remove barriers to students freely migrate across State boards (The Hindu 24 Dec 2016).

              KEY to Remedial English Test Series 78   NOTE THE  CORRECT ANSWERS BELOW

 01 The excellence of a school education system must be assessed by the creative individuals it produces. That
02 principle can be the only meaningful guide for the Central Board of Secondary Education, as it once again
03 tweaks its testing system to make the Class X Board examination compulsory for all students from 2018.    It is
04 wrong to believe that students in the CBSE system are not being assessed with sufficient rigour: the
05 Continuous and Comprehensive Evaluation (CCE) method that it follows is aimed at identifying learning
06 difficulties periodically and instituting remedial measures, rather than raising stress with a make-or-break public
07 examination at the secondary level. This philosophy helps students master various topics and discover their
08 aptitude in the course of a year, eliminating the chances of a single rote-learning test that could produce an
09 aberrant result. The gains of such a system should not be thrown away in the quest to bring about ‘uniformity’
10 in the Class X education pattern across the country. If anything, it is learning outcomes and creative brilliance
11 assessed through non-ritualistic aptitude tests that should rate the capacity of an educational board. Such an
12 approach would also encourage teachers to innovate conceptually, rather than drill students to face an
13 examination. The argument in favour of a compulsory Class X Board examination made by Union Human
14 Resource Development Minister Prakash Javadekar is that its absence discriminates against candidates of State
15 boards. In fact, the Minister announced his intent of returning to a compulsory Board examination well before
16 the CBSE governing body formally announced it. The logic, however, is flawed. Uniformity militates against
17 creative educational methods, and a test that is no more than a straitjacket crushes the initiative of teacher and
18 student. The CBSE would, therefore, do well to avoid homogenisation, and retain sufficient scope for true
19 learning. This can be done by giving the CCE system — which the Board calls a balance between incessant
20 tests and a single annual assessment — equal weightage, even if all students take a Board examination for
21 Class X. As the CBSE puts it, over-dependence on a single examination deprives the learner of motivation and
22 opportunities for reflection on his or her work. It also does not find favour with the National Curriculum
23 Framework 2005 that emphasised greater flexibility for teachers to decide on how to train students in concepts
24 and help them learn at their own pace. What India needs is a school-level assessment method to identify actual
25 learning that would remove barriers to students freely migrating across State boards (The Hindu 24 Dec 2016).