Open Access   Article Go Back

Strengthen and Respect Last Qualifying Examination Rather Than Introducing Entry/Exit Examinations

Panckaj Garg1

Section:Review Paper, Product Type: Journal Paper
Volume-7 , Issue-2 , Page no. 893-895, Feb-2019

CrossRef-DOI:   https://doi.org/10.26438/ijcse/v7i2.893895

Online published on Feb 28, 2019

Copyright © Panckaj Garg . This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

View this paper at   Google Scholar | DPI Digital Library

XML View
PDF Download

How to Cite this Paper

  • IEEE Citation
  • MLA Citation
  • APA Citation
  • BibTex Citation
  • RIS Citation

IEEE Style Citation: Panckaj Garg, “Strengthen and Respect Last Qualifying Examination Rather Than Introducing Entry/Exit Examinations,” International Journal of Computer Sciences and Engineering, Vol.7, Issue.2, pp.893-895, 2019.

MLA Style Citation: Panckaj Garg "Strengthen and Respect Last Qualifying Examination Rather Than Introducing Entry/Exit Examinations." International Journal of Computer Sciences and Engineering 7.2 (2019): 893-895.

APA Style Citation: Panckaj Garg, (2019). Strengthen and Respect Last Qualifying Examination Rather Than Introducing Entry/Exit Examinations. International Journal of Computer Sciences and Engineering, 7(2), 893-895.

BibTex Style Citation:
@article{Garg_2019,
author = { Panckaj Garg},
title = {Strengthen and Respect Last Qualifying Examination Rather Than Introducing Entry/Exit Examinations},
journal = {International Journal of Computer Sciences and Engineering},
issue_date = {2 2019},
volume = {7},
Issue = {2},
month = {2},
year = {2019},
issn = {2347-2693},
pages = {893-895},
url = {https://www.ijcseonline.org/full_paper_view.php?paper_id=3765},
doi = {https://doi.org/10.26438/ijcse/v7i2.893895}
publisher = {IJCSE, Indore, INDIA},
}

RIS Style Citation:
TY - JOUR
DO = {https://doi.org/10.26438/ijcse/v7i2.893895}
UR - https://www.ijcseonline.org/full_paper_view.php?paper_id=3765
TI - Strengthen and Respect Last Qualifying Examination Rather Than Introducing Entry/Exit Examinations
T2 - International Journal of Computer Sciences and Engineering
AU - Panckaj Garg
PY - 2019
DA - 2019/02/28
PB - IJCSE, Indore, INDIA
SP - 893-895
IS - 2
VL - 7
SN - 2347-2693
ER -

VIEWS PDF XML
412 519 downloads 143 downloads
  
  
           

Abstract

Entry/Exit Exam System, the government has to think about to increase the effort put forth to improve the quality of the education and strengthen the evaluation process. There is no need of these kinds of experiments to impose on students. There is only need to strengthen the Higher Education evaluation System so that the last qualifying examination marks could be considered as final outcomes of students learning.

Key-Words / Index Term

Entry / Exit Exam, Policy on Education, Curriculum, Evaluation Policy, Experiments on students

References

[1]. American Federation of Teachers. (1995) Setting Strong Standards: AFT’s criteria for judging the quality and usefulness of student achievement standards. Washington, D.C.: American Federation of Teachers, 1-12.
[2]. Bishop, John. (1993). “The Impact of Academic Competencies on Wages, Unemployment and Job Performance.” Carnegie/Rochester Con- ference Series on Public Policy, edited by Burton Malkiel and Charles Plosser, Vol. 3.
[3]. Costrell, Robert. (1994). “A Simple Model of Educational Standards.” The American Economic Review. Vol. 84, # 4, 956-971.
[4]. Jurges, H., Schneider, K., Senkbeil, M., Carstensen, C. H. (2012). Assessment drives learning: The effect of central exit exams on curricular knowledge and mathematical literacy. Economics of Education Review 31, 56- 65.
[5]. Pedulla, J., Abrams, L. M., Madaus, G., Russell, M., Ramos, M., & Miao, J. (2003). Perceived effects of state-mandated testing programs on teaching and learning: Findings from a national survey of teachers. Chestnut Hill, MA: Boston College.
[6]. Effinger, M. R., Polborn, M. K. (1999). A model of vertically differentiated education. Journal of Economics, 69, 53-69.