By EMMANUEL OTUKOL
Redefining Scholarly Assessment: A Call for Fairness and Comprehensive Evaluation in Education
In today's educational landscape, the fundamental belief that every piece of content within a textbook, syllabus, or study curriculum holds paramount importance to scholars and their future careers remains unwavering. Knowledge, as the cornerstone of academic growth and personal development, plays a pivotal role in shaping the trajectory of a scholar's journey.
However, we find ourselves amidst a paradox in our modern systems of examination and scholar assessment, which raises questions of academic justice. In these systems, teachers and examination councils independently wield the power to select the assessment areas, topics, and other selective aspects from the vast sea of knowledge available to students. As a result, they condense the wealth of information into a handful of questions, which is then used to gauge a scholar's performance.
Taking a closer look at final exams in various educational institutions, one can't help but notice that these assessments account for no more than 30% of the overall evaluation. In systems like Uganda and elsewhere, these final exams aim to encapsulate extensive courses that span months or even years. The crux of the matter is this: the assessment conducted at the end of these courses represents only a fraction of what scholars have absorbed, understood, and retained during their academic journey.
What is particularly disheartening is that this approach often evaluates a scholar's ability to recall information rather than their deep understanding of the subject matter. This reductionist approach perpetuates an injustice, as it narrows the assessment scope to what the institution has chosen, rather than embracing the full breadth of a scholar's knowledge and comprehension.
Scholars possess a wealth of understanding beyond what is examined in final assessments today. It is fundamentally unfair to judge a scholar's capability based solely on a portion of their accumulated knowledge. These results cast a permanent judgment on their professional capacity, which is often a misrepresentation of their true intellectual prowess.
In light of these challenges, it is imperative to advocate for a more equitable and comprehensive evaluation system. Examinations should not only test the major areas of study but also allow scholars to showcase the extent of their knowledge and understanding that transcends the limited scope of traditional exams.
Scholars should have the opportunity to present their knowledge comprehensively, provided that the content they present aligns with the syllabus or curriculum they have studied. This additional assessment should be graded separately, and the results should be factored into the final grade of scholars. This approach would not only enrich the evaluation process but also empower scholars to demonstrate their complete intellectual and academic capacity.
Such results would serve as an enduring measure and judgment of a scholar's genuine knowledge and understanding at that specific academic level and during that particular period. This holistic assessment would provide a fairer and more accurate representation of a scholar's academic journey.
In conclusion, we must strive for a more balanced, comprehensive, and equitable approach to scholarly assessment. Only by broadening the scope of evaluation can we truly honor the knowledge, commitment, and understanding that scholars bring to their academic pursuits. It's time to redefine scholarly assessment to ensure that it aligns with the true essence of education – the pursuit of knowledge and the quest for understanding.
By Emmanuel Otukol
Contact: +256741763324
Email: ototem360@gmail.com
Address: Kampala, Uganda, Africa
