Calcutta University is considering a significant change to its undergraduate examination system by introducing internal assessment worth 25% of the total marks.

Kolkata: Calcutta University (CU) is considering a major change to its undergraduate assessment system by allocating 25% of the total marks to internal assessment. The proposed arrangement is intended to encourage regular classroom participation, strengthen continuous evaluation and bring the university's assessment practices closer to the objectives of the National Education Policy (NEP) 2020.

The proposal is expected to be placed before the CU Syndicate at its upcoming meeting on Tuesday. If approved, affiliated colleges would conduct regular assessments during the semester rather than relying primarily on end-semester examinations.

Proposed Distribution of Marks

Under the existing system, undergraduate students receive 75% of their marks through written examinations, while the remaining 25% is assigned to tutorials, practical components and project work.

The proposed framework would reduce the weight of written examinations and introduce a separate 25% component for internal assessment.

Attendance and Classroom Participation

The proposed change has also been linked to concerns about declining attendance among undergraduate students. Since internal tests would form part of the academic evaluation process, students would have a stronger incentive to participate regularly in classroom teaching.

The move is also being considered as part of CU's efforts to incorporate elements of the National Education Policy 2020 into its academic framework.

Why Continuous Assessment Is Being Considered

University authorities have also pointed to the workload involved in evaluating large numbers of end-semester answer scripts. With a substantial volume of papers requiring assessment within a limited period, teachers may have less opportunity to closely monitor individual students' academic development.

Regular internal assessments could provide teachers with more frequent opportunities to identify areas where students need additional support and monitor academic progress throughout the semester.

Principals Support the Proposed Change

Several college heads have expressed support for strengthening internal assessment. College administrators have pointed to attendance-related difficulties that became particularly visible after the COVID-19 period and said that a structured assessment mechanism could encourage students to return to regular classroom learning.

Under the earlier Choice Based Credit System (CBCS), internal assessment and attendance formed part of the evaluation framework. According to college principals, those provisions were subsequently removed following the introduction of the Curriculum and Credit Framework (CCF).

Some college authorities believe that continuous assessment can encourage students to prepare more consistently throughout the semester. There have also been suggestions that attendance could once again receive formal weight within the assessment system.

Concerns Over Fairness

Some undergraduate teachers have raised concerns about the possibility of inconsistent marking if colleges receive greater responsibility for awarding internal marks. Differences between institutions could potentially lead to variations in how students are assessed.

University authorities have indicated that maintaining fairness and ensuring comprehensive student evaluation will be important during implementation. The effectiveness of the proposed system would therefore depend partly on colleges following common assessment standards and applying the framework consistently.

The proposal will now be considered by the CU Syndicate. Its decision will determine whether the proposed 25% internal assessment component becomes part of the undergraduate evaluation system.