The Power of Experiential Continuous Assessment

We all grew up with examinations, from kindergarten to this day. We worked hard for it, learned by rote, worried about it, had ice cream after it, were questioned about it by our teachers, and finally, our parents had to take a day off to go to our school and get the results. And when we did well, we got those nice gifts, from a mobile phone to a motorbike, and of course, were admonished for not performing well and at times shamed too. Someone far away cried when we performed poorly, and at times someone took their life, so beautiful! The concept of continuous assessment was alien at that time, at least in India.

I always wondered if the exams were so powerful? If they were, many of us who got an A+ in all subjects must be so successful in life. Yet that is not really the truth. So, what is right or wrong with examinations?

Reflecting on the examinations, I have to agree that even if they are not powerful, they are surely most intimidating and fearsome. Many of us throw our values and ethics aside and try to copy to get that one more mark, either by carrying bits of paper or stretching our necks to get a word from our neighbour’s paper, and never fail to turn to God, even if we are atheists, and request more marks.

A personal experience that changed my view of assessment

During my brief MBA studies in Canada, a strange incident occurred. We were to have an exam on 19th December 2020, and thereafter, I had planned to visit Niagara Falls. I had my flight ticket to Niagara Falls before boarding for India on the 23rd. But a week before that, the professor announced that he had to postpone the exam for unavoidable reasons and that it would be on the 22nd. Of course, my Niagara trip disappeared, and I was visibly upset. Noticing this, he quizzed me, and I told him of my plans and that I would manage it and cancel the ticket. “Oh! No," said the professor, “Go as planned. But once you reach Niagara, give me a call and find a place with a computer. As if to help further, he added, “at your International Youth Hostel. They will have computers”. I thought it was crazy, but I followed his instructions like a child. When I reached the youth hostel with a computer (those were the good old days without the lap and tab) and called him, he told me that the assessment would be in my e-mail inbox in about 5 minutes, and once I finished the work, I should mail it back to him. He added, “Take your time, but 3 hours should suffice”.

The question paper stated that I should visit 3 websites, study the products, evaluate them, and then send a reasoned recommendation on how to improve the product of my choice, along with my reflections on the work. That was way back in 2000, and since my friend ChatGPT had not been born then, I diligently studied the website, carefully crafted my evaluation, recommendation, and reflection, and sent it back. Of course, the feedback came by the end of the day. This kept me thinking about this type of examination.

Assessment vs examination: understanding the difference

Fifteen years later, as a professor of leadership at TAPMI in Manipal, I rediscovered this exam and realised it is called an ‘assessment’ rather than an ‘examination’. I kept using this wonderful method called assessment to add value to my MBA students – no small bits of paper, no neck-stretching, and no tension.

Another 10 years later, when I joined SGT University, Delhi-NCR’s best private university, as a Distinguished Professor, I realised that the university had moved away from examinations and embraced assessment. My memories raced back to Canada. But this time, I had learned a lot about assessment vs. examinations.

Assessment is a process and not an event. It is focused on one's knowledge, skills, reflective ability, and learning, not on their recall. The assessment was individualised and authentic for me, unlike an exam, which is standardised. It produced knowledge; marks were only incidental. The assessment demonstrated my capabilities and led to my growth; had it not, I would not be penning this piece. The Canadian professor’s assessment was for my development, not to judge or categorise me.

Believe it or not. I am an examination buff. I have cleared all of them with great laurels – school, college, the Combined Defense Services Exam, Staff College, Part B, C, and D of the Army, and whatnot. But reflecting back, all my laurels from the examinations fade away at the power of an assessment by my beloved professor in Canada.

How Experiential Assessment Builds Real Skills

Sitting facing the Niagara Falls, reading those websites, analysing and writing a few reflective lines on one side and all those exams on the other side. The exams taught me nothing except to write those chits of paper, though I never carried them out of fear; the assessment taught me evaluation, reflection and learning. I am what I am because of the power of assessment, not because of the whole bundle of exams I cleared. Assessment taught me the tool of learning to learn, or lifelong learning.

Why Continuous Assessment Matters in Higher Education

I still do online courses and just finished two major ones on GenAI; one from the Kellog School of Business, the USA and another from IIIT Bangalore. When those quizzes came from IITB, my brain froze, but when the assessment came, my brain lit up…creativity flowed, analysis followed, and reflection reinforced my learning.

The Future of Learning at SGT University

As a Distinguished Professor at SGT University, I really appreciate the university, which not only imparts experiential learning to its students but also implements continuous experiential assessment. It inculcates assessment into its teaching methodology and evaluates students based on their overall performance rather than just exam marks.

So, my friends, what are you waiting for? Throw away the dumb examinations and embrace assessments with an open mindset to grow and prosper.

By Dr. (Colonel) PS James, Distinguished Professor, SGT University