Acharya Prafulla Chandra College

Govt. Sponsored | NAAC Accredited A Grade College (2nd Cycle)
Affiliated to West Bengal State University
ISO Certified : 14001:2015, 50001:2018, 9001:2015

Acharya Prafulla Chandra College (APC College)

Evaluation Mechanisim

While the primary goal of an educational institution is to facilitate learning, personal growth, and intellectual development, the obvious need for certification for the onward career progression of students makes the examination system equally important. It also aids the teacher in assessing the assimilation of knowledge imparted.

Being an affiliated college, we follow the examination system as per the regulations of West Bengal State University. At present, the examination is:

(A) NEP regulation for students admitted from 2023–24 sessions onwards.

(B) CBCS Regulation for students admitted earlier.

University Examination pattern

Course Pattern Program Full marks Theory Practical
CBCS B.Sc 75 40 (END SEM)  +10 (INTERNAL) 10(END SEM) + 15(INTERNAL)
CBCS B.A. 75 50 (END SEM) /(40 END SEM +10 Practical) 25 ( INTERNAL)
NEP B.Sc 100 50 (END SEM) 25(END SEM) + 25(INTERNAL)
NEP B.A. 100 50 (END SEM) 50(INTERNAL)

Internal Assessment Tools adopted by college:

While the primary goal of an examination isto evaluate and certify knowledge and skills and is metric based, a balanced approach that integrates both examination and education can lead to optimal outcomes. As the terminal examination system is governed by University guidelines, the college has tried to adopt its own evaluation mechanism to assess the Qualitative Development of the student, emphasizingon critical thinking, problem-solving, creativity, and lifelong learning. Besides ensuring an enhanced engagement, they allow us to offer a differentiated Instruction, by providing varied instructional methods and materials that accommodate both slow and advanced learners. Besides an improved learning outcome, such methods incorporate collaborativeplatforms. The college maps the program attainment of a class on an 80:20 format;with 80% derived from the C.G.P.A and 20% from internal assessment by the teachers. The college has tried to base its assessment procedure on

  • Formative Assessment: Regular, low-stakes assessments that provide feedback and guide learning without the high pressure of traditional exams.
  • Summative Assessment: Traditional exams that certify knowledge and skills at the end of a learning period.
  • Project-Based Learning: Integrates education with assessment through projects that require application of knowledge.
  • Continuous Feedback: Providing continuous feedback to students helps in their ongoing development and preparation for exams.

Some of the methods adopted for this assessment are:

(i) Student quiz

After completion of a module student quizzes are sometimes held in some of the papers in place of paper-based tests. Besides aiding a summary assessment quizzes help teachers identify common misconceptions or areas of difficulty among students. It has been observed that peer level competition can be a great stimulation as it offers students an opportunity to demonstrate their knowledge and earn recognition for their efforts.

(ii) StudentSeminars& project

As a variant of flipped mode teaching seminars and projects are a very powerful tool to gauge a student’s conceptual grasp of a subject and ability to independently research,analyse and present a solution to a given problem/topic. Some departments opt for this mode of evaluation.

(iii) MCQ – based evaluation.

Almost all qualifying examinations – from fellowship and admission tests to recruitment exams follow the MCQ question patter. To bring student abreast of such time-bound test, college has introduced MCQ based tests on a topic on our learning management system.

While some tests are available as practice tests for students, teachers also schedule tests for internal and continuous evaluation.

(vi) Student Profile Mapping System

Although not a formal assessment, A.P.C. College has adopted a student profile mapping system, which students are encouraged to undertake. This report in conjunction with the feedback provided by the mentors enables the departments to ascertain the category of a student as a slow/advanced learner.

By aligning the examination system with educational goals, it is possible to create a more effective and supportive learning environment that not only measures but also enhances student learning and development.