Internal Assessment Process
- To ensure a consistent and ongoing evaluation of students’ academic progress, internal assessment has been incorporated as a crucial component of the curriculum. Unlike traditional year-end examinations, which often fail to provide timely feedback or reflect a student’s continuous engagement, internal assessment aims to bridge this gap by fostering active participation and enabling real-time academic reflection for students, faculty, and stakeholders alike.
- Acharya Sukumar Sen Mahavidyalaya, under the affiliation of the University of Burdwan, adheres to the internal assessment guidelines issued by the university. These guidelines emphasize diversified and student-centric evaluation methods such as class tests, assignments, and seminar presentations. The internal assessment for each course is structured around three components — C1, C2, and C3. The first component (C1) is conducted within the initial two months of the semester, followed by the second component (C2) in the subsequent two months. The third component (C3) takes into accountthe attendance and regularity of the students, reinforcing the importance of consistent participation.
- A dedicated Examination Coordination Committee supervises the entire internal assessment process. This committee works collaboratively with the Principal and HoDs to finalize subject-specific schedules, ensuring transparency and uniformity. The assessment calendar is communicated to students well in advance, allowing them to prepare adequately and engage meaningfully in the academic activities.
- Over time, the college has witnessed a shift from conventional examination methods to more dynamic and learner-driven approaches. Departments have proactively implemented innovative tools of assessment that go beyond rote testing. In addition to routine class tests, new formats such as surprise quizzes, mini research projects, PowerPoint and poster presentations, take-home assignments, oral examinations (viva), and online tools like Google Forms-based quizzes and mock tests have gained momentum. These formats not only evaluate students’ knowledge but also hone their critical thinking, communication, and digital literacy—skills that are indispensable in the 21st- century learning ecosystem.
- Between 2017 and 2025, most departments have heavily relied on MCQs and viva voce as dominant modes of assessment, with a usage rate ranging from 60% to 80%. These methods are particularly valued for their alignment with the format of competitive exams and for fostering clarity of thought, spontaneous articulation, and analytical reasoning.
- Language departments, on the other hand, have tailored their assessment practices to nurture linguistic skills through activities such as letter-writing, report-writing, and reading comprehension exercises. These not only test students’ grasp over the language but also enhance their practical writing skills, which are essential for both academic and professional pursuits.
- Furthermore, internal assessments have gradually evolved into platforms for mentoring and constructive feedback. Faculty members use the outcomes of assessments not merely to assign marks but to identify learning gaps, encourage reflective thinking, and provide guidance tailored to individual students’ needs. Departments are increasingly exploring peer review methods, collaborative tasks, and interdisciplinary projects to cultivate a culture of shared learning and intellectual curiosity.
