I BEST PRACTICE

Title of the Practice : The Examination System

1. Objectives of the Practice

  • To conduct a transparent, efficient and student-centred Examination System
  • To enable even slow-learners acquire adequate knowledge of the subject and get through examinations.
  • To bring out their hidden talents and potentials.
  • To encourage teacher-student interaction outside the classroom

2. The Context

The Examination System has undergone a sea-change. The centralized system of conducting two Continuous Assessment Examinations and a Semester Examination has resulted in a generally judicious evaluation of the performance of the students; both below average and above average.

The underlying fact that a large number of the student community is below average has been reshaped by Supplementary Examinations for III years and Arrear Examinations before the regular Semester Examinations at the end of the Semester.

The basic concept behind the strategies is to help the slow-learners who belong to the category of first generation learners and vernacular medium students, to reach the level of obtaining a pass percentage. Students are encouraged to put in more effort. It is a conducive time frame for the student to study, to bridge the gap and get attuned to a pattern of assessment different from the School Examination System.

3. The Practice

The students are taught according to the course plan and objectives of the syllabus. Every subject being divided into five units/modules, the first Continuous Assessment focuses on the first two units; the second Continuous Assessment focuses on the third and fourth units and the fifth unit is completed before the Semester examination. The two continuous assessments and semester examinations are centralized.

Apart from these Continuous Assessments, every subject includes an innovative component in the form of assignments, seminars, preparation of models, mini projects, demonstrations, dramatics, recitation for test of phonetics and the like, which are subject-related, but outside the syllabus.

The Arrear Examinations scheduled before the Regular Semester Examination help slow learners who do not fare well. This provides a better chance for the students to clear their examinations with ease and without stress.

The uniqueness of this practice lies in the fact that a separate schedule is set apart for the conduct of such Arrear examinations and therefore is surrounded by an attitude of seriousness and concentrated effort.

Looking at the constraints and limitations of this practice, it is found that it is a tightly packed schedule and it is a challenging.

The College is still grappling with innovative strategies to instill motivation in students and cultivate an interest in them to study. This is a major constraint that deters them from making use of the ample use of opportunities given to them.

4. Evidence of Success

It has been found that the practices of the Examination System have resulted in a considerable increase in the pass percentage of students. The efficient and accurate system of valuation is evident from the reduced number of applications for photocopy and revaluation.

 The fact that the Arrear Examination schedules are carried out as planned, proves the strict adherence to the work plan every semester.

 Timely announcement of the results is yet another evidence of the success of central valuation.

The learning outcome is ensured through the Evaluation System. Course objectives are duly met when overall assessment of student performance in the respective subjects is analysed.

5. Problems Encountered and Resources Required

At times, some students fail to realize the importance of being consistent in studies. This results in their poor performance in the Continuous Assessment and Semester Examinations.

 In the rare cases of malpractice, the Controller of Examination and the Examination Committee decide on the action to be taken.

 All the resources required for the smooth conduct of examinations are available.

II BEST PRACTICE
1. Title of the Practice : Mentoring System

2. Objectives of the Practice

It is the prime duty of the Mentors:-

  • To follow the wards’ efforts in achieving their goals.
  • To enhance the process of education and the formation of character to meet the challenges of today’s world.
  • To bring out the hidden talents and potential of the wards
  • To encourage teacher-student interaction outside the classroom
  • To emphasize on the Preventive System of Don Bosco
  • To closely follow the academic progress of the student
  • To play the role of a Counsellor
  • To encourage participative learning
  • To help students realize the importance of education
  • To motivate them to tide over emotional barriers that impede their educational endeavours.

3. The Context

The students are mostly from a rural background. They are either first generation learners or from the vernacular medium. They come from the marginalized strata of society and it is difficult for them to get rid of their inhibitions.

     The students of the vernacular medium develop a complex when they are amidst the English medium students. The financial stress levels are insurmountable for many of them, which make them imbalanced. Hence the task of the Mentor is very challenging and crucial.

4. The Practice

A target group of minimum 25 students is assigned to each faculty member as Mentor who follows their progress throughout their course of study. A booklet “Joy of Mentoring” has been designed by the College to keep track of the student’s growth and development on campus. Meetings are held once a month for group mentoring and on an individual regular basis whenever necessary. Certain academic problems of the students are discussed in the department along with the Heads of the Departments. The mentor meets the parents of her ward once a semester to update them on her overall performance. The Mentoring System enables students and faculty to establish a personal bond with each other.

The parents are also called for, whenever any problem like long absenteeism, irregularity in attendance, academic performance, punctuality, irregularity in submission of assigned tasks, indiscipline and other teenage issues arise. If necessary, a meeting is arranged with the Principal and Vice-Principal and the Head of the Department, to take major decisions.

 The slow learners are also identified by the Mentors, who arrange for Remedial Classes and Peer-Group study.

 When students face emotional crises, the Mentors counsel them and send them to the College Counsellor to get professional help and if necessary, medical aid.

 The Mentors take special care to help the teenagers through the difficult phases in their lives. Their world is plagued by the media and the use of modern technology and gadgets.

 The uniqueness of the practice is the quality time spent with the wards to listen to their problems and guide them on the right path.

The limitation of the practice is the fact that many students are disinterested and not ambitious; hence they do not pay heed to the advice given.

5. Evidence of Success

Many students have benefitted much from the Mentoring Sessions. They are enabled to cope with stressful situations at home and academic problems that they encounter through their progress. Many students who have low self-esteem are counselled and they gain confidence over a period of time.

     Students who are inclined to discontinue the course are counselled and they regain confidence in pursuing and completing the course. A remarkable number of students are able to successfully complete the course through the academic assistance in the form of remedial classes and peer-group study.

6. Problems Encountered

Students are slow to imbibe the benefits of the Mentoring System. Their non-cooperation, lack of motivation and low self-esteem are the challenges encountered by the mentors. Mentors often find it difficult to allot sufficient time to meet the students on a regular basis outside the class hours.