Evaluation at Undergraduate Level - An Analysis

The limits of my language mean the limits of my world. -- Ludwig Wittgenstein The English language has become preeminent in the domains of political life, business, communication, entertainment, the media, and education. One cannot deny the fact that the English language occupies a significant place in the intellectual world. Its significance is reinforced by the opportunities available in various fields for aspiring Undergraduate students. English language is taught from the primary level and continues to be taught up to the undergraduate level. The plethora of opportunities available to the graduates both in the government sector and private sector command a certain level of proficiency in language skills. Students face grave difficulty in attempting the written tests of employment due to the lack of training in using the language in everyday situations. This study attempts to probe into the reasons for the problems encountered by the students in language skills acquisition. Furthermore, it attempts to study whether the objectives of the course curriculum and the evaluation pattern align with each other. The study also investigates the weightage attributed to each skill in the end semester examination of undergraduate course under the per view of Osmania University. The study led to the understanding that, there is a pressing need to refashion the evaluation pattern of the UG course that primarily focuses on testing the writing skill at the cost of neglecting other skills of the English language. It is the testing that influences teaching, and it is evident that in the classroom situation, skills that are not tested are often neglected as the ultimate aim of the teachers is to make the learners qualify for the examination to proceed to the next level.