Role of ICT in Evaluation System of IGNOU for

Role of ICT in Evaluation System of IGNOU for strengthening the Student

Support Services : A Special Reference to IGNOU Regional Centre Delhi-3

Ekta Sharma

Assistant Regional Director, IGNOU Regional Centre Delhi-3, New Delhi

ABSTRACT

Learning is an on going process. Every moment an individual is acquiring some knowledge

and gaining some learning experience. Every educational system focuses on the adequacy and

appropriateness of the learning experiences to be given to learner in order to achieve its pre

determined instructional objectives, for which a systemically designed evaluation process is

indispensable.With the rapidly growing demand of skill oriented professional and

technological know-how, the curriculum of different programmes and courses of universities

and educational institutions are being designed and revised accordingly, since decades. Indira

Gandhi National Open University is a mega university which is providing educational

opportunities to all prospective learners through Open and Distance Learning. At present,

there are 241 programmes being offered by the university catering to need of skill oriented

professional and technological knowledge acquistion of learners and the cumulative student

strength is more than 3.0 millions. By making various challenging efforts, it has not only

increased access to education but is following continuous system of evaluation for enabling

the learners to successfully complete their registered programme within the stipulated time in

accordance with the standards of performance. Recording and maintaining the huge database

of evaluation records- grades and marks- of such big student strength is onerous task which

could be possible only with effective and efficient role of information and communication

technology. As assignment, practical, project, workshops, theory term end examination are the

components of evaluation for its programmes, based on their specific structure, there are

separate online portals being developed by IGNOU for student data management. The

investigator intends to present the process of recording and maintaining evaluation data with

the help of these online portals for final reflection in the student’s result record, and

ultimately, for more prompt and effective academic support service to its learners.

Keywords: academic support service, continuous and comprehensive evaluation, learning, open

and distance learning.

ADALYA JOURNAL

Volome 8, Issue 8, August 2019

ISSN NO: 1301-2746

http://adalyajournal.com/183

Introduction

Learning is an ongoing process. It begins in womb of mother and continues till grave. Every

moment an individual is acquiring some knowledge and gaining some learning experience.

Further, any type of new knowledge and understanding is a kind of advancement over existing

one which is likely to bring behavior modification of an individual. In this way, learning is said

to have a relatively permanent change in behavior. It continues further depending upon the

interaction of individual with his/er environment.

Every educational system focuses on the adequacy and appropriateness of learning experiences

to be given to learner in order to achieve its pre-determined instructional objectives. “An

instructional objective is a statement that will describe what the learner will be able to do after

completing the instruction”. (Kibler, Kegla, Barker, Miles, 1974). Instructional objectives are

content specific and their achievement can be measured. They indicate the desired learning

outcome(s) of content matter to be taught in a particular teaching-learning process. Further for

ascertaining the level of achievement of desired learning outcome (s), a systematic and efficient

system of evaluation is inevitable. It must be continuous in nature and capable of assessing

cognitive, affective and psychomotor domain of learning. Such continuous and comprehensive

evaluation is, indeed, required as Indian Higher Education system is going through its

transformation stage for coping up demands of Global Economy.

The term evaluation, in its broader sense, is meant for value judgement whereby a learner is

expected to have developed the higher cognitive abilities of application, creativity, analysis, and

synthesis. Likewise, our evaluation system is expected to judge these abilities in a learner.

Earlier, it was more of a typical examination system assessing the cramming ability of learner.

The universities were conducting examinations at the end of academic session and learners were

faced with term end examinations without any feedback for improvement in their learning.

Further, it prevented learners to quench their thirst of knowledge; thrill of discovery and

innovation; and joy and pleasure of new learning. This rigid examination system was only

making the learner fed their memory with doses of information. Also learners were just in the

race of scoring percentages and divisions and as such, their instinct of creativity and innovation

was compromised. Thus, at higher education, only assessment of knowledge and understanding

was done and as such development of higher cognitive abilities and skills were almost ignored

by our evaluation system.

ADALYA JOURNAL


ISSN NO: 1301-2746


The Indian Higher Education System, though, has shown remarkable quantitative achievement

but it is yet to achieve desirable qualitative outcome. For shouldering the path of multifarious

economic, social, cultural growth and development with developed countries, our education

system is required to increase the access, equity, accountability, quality and of course,

employability. Accordingly, educational institutions are required to follow teaching – learning

pedagogy for creating and constructing new knowledge, capacity building, innovative teaching,

linking of classroom teaching with hands-on and field experience, academic resource pooling,

qualitative and ethical research work. For the accomplishment of these objectives, continuous

evaluation has a vital role in our educational system.

Presently, the focus is on continuous engagement of learner in the academic activities. There are

various tools and techniques for assessing scholastic and co-scholastic aspects of learning. For

assessment of scholastic areas (knowledge, understanding, application and skill) written, oral and

practical examination; and for Co-scholastic areas (physical health, interest, attitudes, habits,

life-skills and values, and other related activities) exercises, medical examination, and

observation is used. (CBSE Manual, 2010).

Most of the Indian universities are also following the continuous evaluation system. The students

are now being exposed to formative evaluation through assignments, practical, projects,

dissertations, field work, community work , seminars, conferences, and workshops, before

appearing for final examination i.e. summative evaluation , for deciding the fate of learner.

ICT in Indian Evaluation System

Like other human activities viz., banking, trading and marketing, advertising, retailing, tourism,

tele-communication, e-business, accounting, insurance, health, and cooking , ICT has been used

for teaching- learning viz., Desktop and laptops, Projector, Digital cameras, Printer accelerated

the qualitative growth of our educational system. It has become an effective tool of increasing

the knowledge. Further, ICT has done value addition to teaching pedagogy, as it has enabled

teachers to make their lessons more interactive and learner friendly. There are variety of ICT

tools viz., “Photocopier, tablets, Popplet, Pen Drive, Ipods, Ipads, Webboards, Scanners,

Microphones, interactive white board, DVDs and CDs, Flash discs, video Games. Also there are

ADALYA JOURNAL


ISSN NO: 1301-2746


ICT tools available for Special Needs Children viz. text magnifier, head wands, keyboard for

cerebral Percy, braille, typing aids, large prints, audio books.” (Koech, D., (2018))

ICT has, not only, influenced the overall functioning of the educational institutions but also

affected significantly the academic life cycle of learner, beginning from enquiry of academic

prospects, curriculum design, teaching- learning pedagogy, evaluation system, and maintenance

of records of students‟ performance, teaching and non-teaching staff, and certification. It has

also supported many educational institutions in record keeping of alumni and placement status

of students. In addition to teaching-learning system, ICT has also affected the conduct of

examination and evaluation system to a larger extent, as in most of educational institutions, on-

line examinations, in addition to existing off-line–traditional system of examinations, are

conducted. It is both learner friendly and system friendly. Besides conducting online

examination by some universities, almost every Indian University is effectively using ICT for

its educational management and administration purpose, as transparency in affairs and

transactions along with proper dissemination of information is essential for meeting quality

standards. Some of the evaluation related information being uploaded by Five Indian State

Open Universities, on their respective website, is given in the following table.

Table no. 1. : Indicating type of evaluation related information being uploaded on website by

five Indian State Open Universities. Sr.

No.

Name of the University Information related evaluation as uploaded on Website of

Universities.

1 U.P. Rajshri Tandon

Open University,

Prayagraj

Information related to year wise assignment status, regional centre

wise assignment login, result, result correction, Ph.D. notification,

and Entrance test.

2 Yashwantrao Chavan

Maharashtra Open

University

Effectively using web services for disseminating examination

information related to Datesheet and scheme of annual

examination of its various courses, online applications for

duplicate convocation, statement of marks, migration, re-

evaluation, transcript of certificate, verification, photocopy or

scan copy of the answer book,Hall Ticket, circulars or notices

regarding Convocation.

3. Dr. B.R. Ambedkar

Open University

Disseminating information related to declaration of result, hall

ticket, examination fee structure, re-evaluation.

4. Vardhman Mahavir

Open University

Defaulter examination form, re-evaluation, improvement,

practical examination, degree verification, datesheet

5. Madhya Pradesh Bhoj

Open University

information related to examination schemes, Practical

schedules, practical examination, declaration of result, hall

ticket, examination fee structure, procedure for obtaining

degree, placement cell and other crucial information related to

student services. Source: Universities‟ websites of above five Universities retrieved on 27.7.2019

ADALYA JOURNAL


ISSN NO: 1301-2746


Review of Literature

Information and communication technology has become pulse of educational system as its role is

not limited to the management of the educational administrative records but also in facilitation of

teaching and learning. Accordingly many research studies have been conducted for bringing

developmental changes in its role and contribution in education. In the year 2004 , a study on

ICT in Education :Possibilities and Challenges was done by Carnoy, M. According to him, at

that time ICT was mainly used in Business sector especially for accessing and processing of

information for human resource and management for optimal productivity. However there was

no such use for improving students‟ performance because there was no literacy among

educational managers for ICT management tools. Though there was a maximum access to ICT

by schools but this was scarcely used in their teaching pedagogy. Also there was a lack of

training for basic IT skills among the teachers. At the higher education level, ICT impacted to a

great extent in the field of teaching, administration, and of course, research. But there was still a

preference for traditional models of education. Tondeur, J., Van Braak, J., & Valcke, M. in the

year 2007 studied Curricula and the use of ICT in education: Two worlds apart? They found that

the teacher mainly focused on development of ICT skill but on the other hand its curriculum

centred on its integrated use with the teaching learning process that showed a gap between

proposed and actual use of ICT in education. This paper concluded for the translation of ICT

plan into ICT policy. In 2008, Anderson R.E worked on the implications of the information and

knowledge society for education. He stated that the knowledge of and advances in information

and communication technology was bringing the possible societal change .A connection in the

knowledge and ICT literacy assessment was explained thoroughly. Kinuthia, W. in 2009 studied

the Educational development in Kenya and the role of information and communication

technology. Through his article he provided acumen for the state of educational development in

Kenya and the role of ICT in narrowing the knowledge divide being created due to gap in the

implementation of information and communication technology in African countries, as compared

to the advancement of ICT in western countries. In the context of Kenya, his article gave an

overview of historical and economic context, social factors, and organization and state of

education. However, the same was also applicable in the other countries of Africa with similar

challenges.

Hoque, Kazi Enamul and Razak, Ahmad Zabidi Abdul and Zohora, Mosa Fatema (2012) studied

the areas of ICT utilization among school teachers and principals in Malaysia and it was revealed

ADALYA JOURNAL


ISSN NO: 1301-2746


through findings that although the ICT policy existed in Malaysia but 84% of school teachers

were not aware of it. Further despite of availability of facilities and equipment of ICT in most of

the schools of Malaysia, there is no policy of ICT at school level. Further most of the teachers

were highly skilled in using computers. It was also found out through this study that percentage

of the availability of ICT peripherals in schools is high i.e. photocopy machines and scanners are

available in 95% schools while the multimedia projector is available in 85% schools. Also a

video camera, overhead projector and laptop are available in 72% schools. Based on these facts,

it was concluded that there was a disintegration of available ICT facilities and equipment with

their usage in the teaching-learning process. Barriers to the Introduction of ICT into Education in

Developing Countries: The Example of Bangladesh,was studied by Khan, M., Hossain, S.,

Hasan, M., & Clement, C. K in the same year 2012 whereby the author review various

international articles for barriers to introduction of ICT into the classrooms and the factors

influencing the teachers‟ decision for implementation of ICT in teaching-learning situation, in

Bangladesh. He, through his paper, gave recommendations for reduction in barriers and increase

in the beneficial use of ICT in educational setting. Further in the very same year, (2012) a study

on the role of ICT in higher education for the 21st century by done by Sarkar, S.According to

him , the considerable impact of ICT in education was less in period concerned but could be

increased rapidly in approaching time. Also it was reported that the constraint for using ICT in

education was the choice of ICT possibilities and not the educational needs. There was a kind of

insecurity among some teachers and students, as the ICT‟s educational use was more learners

centred. A very important suggestion was put forth through this paper that, in higher education

ICT was not only a technique for educational development but it was also a way of socio-

economic development of nation.

ICT in Evaluation System of IGNOU: National Open University

The educational providers in conventional system have limited financial, physical, technical and

human resources of providing educational opportunities to all prospective learners. In parity with

the growing socio-economic needs of society, there is mammoth increase in the number of

educational aspirants. Due to this, there is tremendous pressure on higher education system to

prepare and develop knowledge equipped and skilled human capital for accelerating our

economic growth in all sectors viz., agriculture, industry, and service. “The total enrolment in

higher education has been estimated to be 36.6 million. The Gross Enrolment Ratio (GER) in

Higher Education in India (2017-18) is 25.8%, for 18-23 years of age group”. (AISHE Final

ADALYA JOURNAL


ISSN NO: 1301-2746


Report 2017-18). “The 12th Plan Document has fixed targets of 25.2 % GER by 2017-18 and

30% GER by 2020-21. As per All India Survey on Higher Education (AISHE 2017-18), the

Gross Enrolment Ratio (GER) in higher education has increased from 24.5% in 2015-16 to

25.8% in 2017-18” (Press Information Bureau, GOI). Further, “enrolment in Distance Education

constitutes about 11.0% of total enrolment in higher education”.(AISHE Final Report 2017-18)

This number is not confined to enrolling oneself in a programme or course but for knowledge

and skill acquisition in a time bound manner, for urge of social mobility. Also there is a call for

continuation and up gradation of knowledge acquisition. “The need for continuing education for

employability in the “information age” has led to an increase in demand for new and more

flexible ways of accessing knowledge.”(Moore, M. 2002)

With the rapidly growing demand of skill oriented professional and technological know-how, the

curriculum of different programmes and courses of universities and educational institutions are

being designed and revised accordingly, since decades. Indira Gandhi National Open University

is a mega university which is providing educational opportunities to all prospective learners

through Open and Distance Learning, for more than 30 years. The university has a very

significant contribution in developing and offering different academic programmes to meet such

growing demand to a larger extent. These programmes are from disciplines of Science,

Commerce, Tourism and Hospitality Service Management, Translation Studies and Training,

Vocational and Educational Training, Education, Languages (Hindi, English), Economics, Public

Administration, Psychology, Computer and Information Science, Engineering and Technology,

Extension and Development Studies, Foreign Languages, Gender and Development Studies,

Health Sciences, Library and Information Science, Social work, History, Sociology, Journalism

and New Media Studies, Law, Management Studies, Performing and Visual Arts, Agriculture,

and are offered at Masters, Bachelors, Post Graduate Diploma , Diploma and / or Certificate

level. At present, there are 241 programmes being offered by the university catering to need of

skill oriented professional and technological knowledge acquisition of learners, and the

cumulative student strength is more than 3.0 millions. (IGNOU Profile, 2019)

As IGNOU is imparting education to learner through distance mode, utmost care with dedicated

efforts is being taken to minimize the physical distance with its learners by maximizing the

interaction with them. Accordingly, it follows well-defined instructional system for effective,

adequate and appropriate learning experiences to learners through Multi-Media (Audio- Video

ADALYA JOURNAL


ISSN NO: 1301-2746


Tapes), Radio and Television Broadcasting Channels- Gyan Darshan, Gyan Vani,, Self-

Instructional Print Material, Academic Counselling, Continuous Evaluation System. Such

instructional system revolves around the Learner Centred Approach of teaching-learning. Also

the university is extensively using its website, in addition to other available modes of

communication, for disseminating important and updated information to all its learners.(IGNOU

website )

By making various challenging efforts, IGNOU has not only increased the access to education

but is following continuous system of evaluation for enabling the learners to successfully

complete their registered programme within the stipulated time, in accordance with the standards

of performance. The evaluation system includes self-checked questions within each unit of print

material, tutor marked assignments, practical counselling sessions and examinations, seminar,

workshops, extended contact programmes, project work and term-end examinations.(IGNOU

Common prospectus, 2019)

For any effective evaluation system, the knowledge of learners‟ background is important. The

type of learner being enrolled in IGNOU is , generally, 10+2 passout who aspires for higher

education; already employed who wants to upgrade educational and professional qualification;

women who cannot attend regular college; learners in the old age group who wish for updated

knowledge; and others having inadequate resources of education. For fulfilling the aspirations

and educational needs of such learners from diversified background, the continuity in their

learning and assessment becomes essential for constructive feedback. It not only gives a

diagnosis about the strength and weaknesses of a learner in learning the content matter, but also

helps learner in improving the learning of same content matter. As the learner remains updated

for his /er performance, by bringing necessary changes and improvements in content learning,

he/ she is actively involved in his/er own learning process. Such continuity in evaluation of

learners‟ performance minimizes the learners‟ distance from teaching-learning situation. It also

regulates and maintains learner‟s achievement motivation for better learning, which may not be

present or may fluctuates, if there is a gap in learning extending to a relatively longer period.

This is very crucial in open and distance learning system of education in IGNOU, where its

learners are not only located at different places across the country but also at overseas, with in its

specified operational jurisdiction. As these learners may also being engaged in their personal,

social and professional obligations simultaneously , while pursuing their studies from IGNOU,

ADALYA JOURNAL


ISSN NO: 1301-2746


their continuity in their learning and sustenance of their achievement motivation is indispensable,

otherwise the learner (s) may not complete the registered programme and drop-out. Also it is

equally important that a learner should be able to successfully complete the registered

programme with in stipulated period. Asking the learner, in distance mode, to straightaway

appear in the term end examination, without any exposure to the relevant teaching- learning

environment , and any feedback of his learning performance, having any scope of learning

improvement , would affect the related learning outcomes, and further affecting the successful

completion of programme. That is why, various learning components viz., print material,

assignments, practical, seminar, workshops, extended contact programmes, project work and

term-end examinations constitute the structure of different academic programmes in IGNOU.

Every such component is assigned a weightage in final assessment of learner and accordingly, is

evaluated separately. Learner is required to secure minimum passing score in each of these

learning components. A proper record of the obtained score (marks or grade) of its learners, in

each of the specified learning component, is crucial responsibility of university. One can imagine

the difficulty and meticulous efforts involved in recording and maintaining of these awards for

over a long period of time. This is important as a learner, once registered in a programme,

remains academically associated with IGNOU for a long time due to its flexible system of

teaching- learning. This can be understood by following table.

Table no.2.: Indicating valid period for completing programmes at different levels in IGNOU.

Level of

programme

Minimum

duration of

programme

completion

Maximum duration of

admission validity

Period of re-admission ,

may be availed after expiry

of Maximum duration of

admission validity

Under Graduate

Degree

3 years 6 years 2 years

Post Graduate

Degree

2 years 5 years 2 years

Post-Graduate

Diploma / Diploma

1 year Upto 4 years

(based on specific

programme structure)

1 year

Source: IGNOU website as on 27.7.2019

ADALYA JOURNAL


ISSN NO: 1301-2746


As per above table, it becomes clear that it is an obligation of university for keeping proper

records of students‟ academic performance because these could be referred or accessed at any

point of time viz., for complete declaration of result, for ascertaining the academic session in

which the programme is completed by a learner, for award of degree/diploma/certificate, for

checking the status of specific course(s) completion for re-admission , or internal credit transfer

system , as and when required.

Earlier, these records were maintained manually, through prescribed procedure at various stages,

beginning from Study Centres to Regional Centres and then to concerned Division at IGNOU

headquarters. But as enrolment got increased year by year, manual system became vulnerable

and more susceptible to error in data handling, thus leading to inefficiency in providing academic

support services to learners. To overcome this issue, the procedure of recording and managing

evaluation data was getting done through the support of ICT, for more than eight years, through

the development of IGNOU Student Management System. As mentioned above Assignment

Record Submission and Management System (ARSMS); Practical Marks Submission Service;

Project Marks Submission Service, are online portals through which assignment, practical,

project, dissertation, internship, workbook awards are entered and submitted to IGNOU hqrs,

after verification of their authenticity by IGNOU Regional Centres located at different places

across the country. These awards are then got reflected in online grade card of the concerned

student, after further approval from the head of evaluation division at IGNOU Hqrs. Such an

authentic online procedure of evaluation records‟ submission and maintenance is giving easy and

quick access to awards of all students concerned. These are not only accessible to the authorized

officials of IGNOU but also to student(s) for information about the stage of forwarding and

processing of their awards, either at the level of Regional Centre or at the IGNOU Headquarter.

Further, when same awards get reflected in online grade card, the status of course completion in

a programme is updated as „not completed‟ or „completed‟ ,as the case may be, for information

to students for enabling them to effectively pursue their registered programme and complete it

successfully within the validity of their registration.

ADALYA JOURNAL


ISSN NO: 1301-2746


IGNOU Regional Centre Delhi-3

The IGNOU Regional Centre Delhi- 3 being situated at Dwarka, New Delhi, is having the area

of West, South West Delhi; and Gurugram and Mewat districts of Haryana state as its territorial

jurisdiction for providing educational opportunities through Open and Distance Learning System

to prospective learners and necessary academic support services to its existing learners. At

present, Regional Centre Delhi-3 is having 36 active learners support centres for fulfilling the

academic requirements of the learners. (retrieved from http://rcdelhi3.ignou.ac.in/Ignou-RC-

Delhi-3/userfiles/file/Annexure_1_Active%20LSC%20as%20on%20July2019(1) .pdf on 5-8-

2019 ) The Regional Centre Delhi-3 is using online portals of IGNOU Student Management

System , as mentioned above, for transmitting data of students awards of assignment,

practicals,, project, dissertation, internship, workbook to Student Evaluation Division at IGNOU

Headquarters, with in specified time limit for enabling the university to declare the complete

result of all concerned students under concerned term end sessions. The quantum of student data

for all important academic components that had been submitted by the Regional Centre Delhi-3,

to Student Evaluation Division at IGNOU headquarters in different sessions, is mentioned in the

following tables.

Table no.3:. Indicating data of Assignment Awards being transmitted on line by Regional

Centre Delhi-3.

Year Academic session Total records in the

year

June December

2014 70,233 55,260 1,25,493

2015 80,116 59,836 1,39,952

2016 1,01,208 68,329 1,69,537

2017 1,15,033 74,815 1,89,848

2018 1,30,579 89,893 2,20,472

Total 4,97,169 3,48,133

Grand Total (5years) 8,45,302 Source: Database of Regional Centre Delhi-3, IGNOU

The above table shows an annual increase of 11.52% from 2014 to 2015; 21.13% from 2015 to

2016 ; 11.98% from 2016 to 2017 ; and 16.13% from 2017 to 2018 in total assignment awards

which were transmitted by the regional centre to IGNOU headquarter during the period of five

years.

ADALYA JOURNAL


ISSN NO: 1301-2746


Table no.4.: Indicating data of Practical Awards being transmitted on line by Regional

Centre Delhi-3.


year

June December

2014 5,315 4,622 9,937

2015 5,851 6,342 12,193

2016 5,145 5,366 10,511

2017 6,313 5,570 11,883

2018 6,290 6,669 12,959

Total 28,914 28,569

Grand Total (5years) 57,483 Source: Database of Regional Centre Delhi-3, IGNOU

The above table shows an annual increase of 22.7% from 2014 to 2015. There is a decrease

13.79% from 2015 to 2016 . Again there is an annual increase of 13.05% from 2016 to 2017 ;

and 9.05% from 2017 to 2018 in total practical awards which were transmitted by the regional

centre to IGNOU headquarter during the period of five years .

Table no.5: Indicating data of Project,Dissertation,Internship,Workbook Awards being

transmitted on line by Regional Centre Delhi-3


year

June December

2014 564 291 855

2015 607 284 891

2016 645 327 972

2017 553 382 935

2018 586 303 889

Total 2,955 1,587

Grand Total (5years) 4,542

Source: Database of Regional Centre Delhi-3, IGNOU.


2016 . There is a decrease of 3.80% from 2016 to 2017 ; and 4.91% from 2017 to 2018 in total

of project,dissertation,internship,workbook awards which were transmitted by the regional centre

to IGNOU headquarter during the period of five years

ADALYA JOURNAL


ISSN NO: 1301-2746


Table no.6.: Indicating data of students being issued Hall Tickets for Term End

Examination pertaining to Regional Centre Delhi-3


year

June December

2014 90,375 90,681 1,81,056

2015 1,32,332 98,037 2,30,369

2016 1,54,177 1,15,067 2,69,244

2017 1,68,934 1,23,017 2,91,951

2018 1,62,407 1,36,636 2,99,043

Total 7,08,225 5,63,438

Grand Total (5years) 12,71,663

Source: Database of Student Evaluation Division, IGNOU.


2016 ; 8.43% from 2016 to 2017 ; and 2.42% from 2017 to 2018 in total no. of students who

were issued Hall Tickets for Term End Examination during the period of five years.

Table no. 7.: Indicating total evaluation data of five years pertaining to Regional Centre

Delhi-3

Year Total records in the year

Assignment

Awards

Practical

Awards

Project,

Dissertation,

Internship,

Workbook

Awards

Grand Total of

Awards

(Grade/Marks)

issued Hall

Tickets for

Term End

Examination

2014 125,493 9,937 855 136285 1,81,056

2015 1,39,952 12,193 891 153036 2,30,369

2016 1,69,537 10,511 972 181020 2,69,244

2017 1,89,848 11,883 935 202666 2,91,951

2018 2,20,472 12,959 889 234320 2,99,043

Total 8,45,302 57,483 4,542 907327 12,71,663

Grand

Total

(5years)

30,86,317

Source: Database of Regional Centre & Student Evaluation Division, IGNOU.

ADALYA JOURNAL


ISSN NO: 1301-2746



2016 ; 11.95% from 2016 to 2017 ; and 15.61% from 2017 to 2018 in total evaluation data of

five years pertaining to regional centre.

Graph no.1 showing year wise Regional Centre Delhi-3 graph of total awards transmitted to, and hall

tickets issued by IGNOU headquarter.

Though the students are completing their respective components i.e. assignments, practical, project,

dissertation , internship , workbook under different sessions , with in their valid period of

admission, the following table indicates the number of students who had completed their

programme and obtained their certification as per their sessions of programme completion.

Table no.8.: Indicating data of Awardees of Degree / Diploma / Certificate

Convocation

(1)

Held in

Year

(2)

Session of Term End

Examination covered

(3)

No. of Awardees of Degree /

Diploma / Certificate.

(4)

IGNOU

(as a whole)

Regional Centre

Delhi-3

28th

Convocation 2015 Dec., 2013 & June, 2014 1,91,775 8,610 (4.48%)

29th

Convocation 2016 Dec., 2014 & June, 2015 1,93,662 5,959 (3.07%)

30th

Convocation 2017 Dec.2015 & June, 2016 2,10,811 7,739 (3.67%)

31st Convocation 2018 Dec.2016 & June, 2017 2,11,129 9,607 (4.55%)

32nd

Convocation 2019 Dec. 2017 & June,2018 2,00,190 10,847 (5.41%)

Total 10,07,567 42,762 (4.24%)

Source: Database of Student Evaluation Division, IGNOU.

The total strength of awardees in IGNOU, (28th

Convocation to 32nd

Convocation) is 10, 07,567

having 42,762 awardees pertaining to Regional Centre Delhi-3 constituting 4.24 % of the total

figure.

0

200000

400000

600000

800000

1000000

1200000

1400000

2014 2015 2016 2017 2018 GrandTotal

Grand Total ofAwards(Grade/Marks)

Issued Hall Ticketsfor TEE

ADALYA JOURNAL


ISSN NO: 1301-2746


It is evident from table nos.3 to 5, that the Regional Centre Delhi-3 had been processing and

transmitting huge evaluation data of assignment, practicals, projects, dissertation, internship,

workbook. Also, as per table no.6 the data of lakhs of eligible students who had submitted their

examination form , in offline mode, for appearing in the term end examination concerned, was

transmitted to Student Evaluation Division vide online portal specifically designed and created

for such purpose, till December, 2016 TEE session. However, from June, 2017 onwards the

university made the system of submitting the examination form exclusively online, except for jail

inmate students of IGNOU.

Conclusion

Such an effective and most efficient contribution of Information and Communication

Technology in transmission and further reflection in the online grade cards of students has

enabled this university for extending the qualitative academic support services to learners. It had

been a general impression among IGNOU students that it is easy to Enter IGNOU but difficult

to Exit but now with this systemic efficiency and intactness, large no. of students are exiting

being awarded with degree, diploma, certificate , as the case may be, which is evident from the

table no. 8 above. As also IGNOU RC Delhi-3 is giving its effective contribution in extending

necessary academic support services to its learner by processing and transmitting the evaluation

records online to IGNOU headquarter in a time bound manner, for enabling the learners to

pursue and further complete their programme of study. Further, such intervention of ICT in

strengthening the academic support services has not only helped the IGNOU learners in

maintaining their achievement motivation, complete their studies and obtain their certification,

but also worked as a strategy for increasing its enrolment.

Acknowledgements:

The author is grateful to Indira Gandhi National Open University (IGNOU), New Delhi, for

providing valuable research support.

References:

Anderson, R. E. (2008). Implications of the information and knowledge society for education.

In International handbook of information technology in primary and secondary education (pp.

5-22). Springer, Boston, MA.

Carnoy, M. (2004). ICT in education: Possibilities and challenges. Lección inaugural del curso

académico, 2005.

ADALYA JOURNAL


ISSN NO: 1301-2746


Hoque, K. E., Razak, A. Z. A., & Zohora, M. F. (2012). ICT utilization among school teachers

and principals in Malaysia. International Journal of Academic Research in Progressive

Education and Development, 1(4), 17-34.

Indira Gandhi National Open University, 2019, Profile 2019

Indira Gandhi National Open University, 2019, Common Prospectus, as available at

http://ignou.ac.in/userfiles/English%20Prospectus%20July%202019%20(%209_0_6)%2007_06

_19.pdf

Khan, M. S. H., Hasan, M., & Clement, C. K. (2012). Barriers to the introduction of ICT into

education in developing countries: The example of Bangladesh. International Journal of

instruction, 5(2).

Kinuthia, W. (2009). Educational development in Kenya and the role of information and

communication technology. International Journal of Education and development using ICT,

5(2).

Koech, D., 2018, List of ICT tools for teaching and learning: Tech devices for teachers and

students, retrieved from https://kenyayote.com/list-of-ict-tools-for-teaching-and-learning-tech-

devices-for-teachers-and-students/ ; on 26/7/2019.

Moore, M. 2002 Information And Communication Technologies In Distance Education,

UNESCO Institute for Information Technologies in Education, pg no.5

Sarkar, S. (2012). The role of information and communication technology (ICT) in higher

education for the 21st century. Science, 1(1), 30-41.

Tondeur, J., Van Braak, J., & Valcke, M. (2007). Curricula and the use of ICT in education: Two

worlds apart? British Journal of Educational Technology, 38(6), 962-976.

University Grants Commission. (2018), Report of the Committee on Evaluation Reforms in

Higher Education Institutions in India- Recommendations, pg no.2-10.

Wats, M., & Wats, R. K. (2013). Enhancing Quality of Higher Education through

Comprehensive Continuous Evaluation.

ADALYA JOURNAL


ISSN NO: 1301-2746


Reference Weblinks:

http://aishe.nic.in/aishe/viewDocument.action;jsessionid=D4E613B3B6E3BBBB3D5F3B725CE

343C9?documentId=245

http://www.bhojvirtualuniversity.com/

https://www.braouonline.in/

http://www.cbse.nic.in/publications/CCE_Manual_Class_VI_VII_2010.pdf

https://www.ignou.ac.in/

http://ignou.ac.in/userfiles/English%20Prospectus%20July%202019%20(%209_0_6)%2007_06_

19.pdf

https://kenyayote.com/list-of-ict-tools-for-teaching-and-learning-tech-devices-for-teachers-and-

students/ ; on 26/7/2019

http://www.pib.nic.in/Pressreleaseshare.aspx?PRID=1541358

http://rcdelhi3.ignou.ac.in/Ignou-RC-Delhi-

3/userfiles/file/Annexure_1_Active%20LSC%20as%20on%20July2019(1).pdf retrieved on 5-8-

2019

https://www.ugc.ac.in/pdfnews/4258605_Report-of-the-Committee-on-Evaluation-Reforms.pdf

http://www.uprtou.ac.in/examination-staff.php#

https://www.vmou.ac.in/

https://www.wku.edu/ste/objectives/definition_and_rationale.php

http://ycmou.digitaluniversity.ac/Content.aspx?ID=846

List of Tables :

Table no. 1. : Indicating type of evaluation related information being uploaded on website by

Five Indian State Open Universities.

Table no.2.: Indicating valid period for completing programmes at different levels in IGNOU.

Table no.3.: Indicating data of Assignment Awards being transmitted on line by Regional Centre

Delhi-3.

Table no.4.: Indicating data of Practical Awards being transmitted on line by Regional Centre

Delhi-3.

Table no.5: Indicating data of Project/Dissertation/Internship/Workbook Awards being

transmitted on line by Regional Centre Delhi-3

Table no.6.: Indicating data of students being issued Hall Tickets for Term End Examination

pertaining to Regional Centre Delhi-3

ADALYA JOURNAL


ISSN NO: 1301-2746


Table no. 7.: Indicating total evaluation data of five years pertaining to Regional Centre Delhi-3

Table no.8.: Indicating data of Awardees of Degree / Diploma / Certificate

List of Graph:

Graph no.1 Showing year wise Regional Centre Delhi-3 graph of total awards transmitted to, and

hall tickets issued by IGNOU headquarter.

ADALYA JOURNAL


ISSN NO: 1301-2746


Documents

Role of ICT in Evaluation System of IGNOU for