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Educational Management

Notes in all the four dimensions. Figure shows a chart where the performance of two teachers is plotted on
a chart. Their selection, training, and performance evaluation criteria need to be broadened to include
all the four dimensions. Academic competence should be based on the Bloom’s Taxonomy, i.e. the
knowledge, comprehension, skills, analysis, and synthesis capabilities in the particular subject that
one is or would be teaching. Similarly they (teachers) have to be restricted to the subjects in which
they are competent. It is a usual malpractice by many universities, colleges and schools to allow
teachers to teach the subject in which he/she is not qualified. A teacher who is good in one subject
is not necessary good in others. As a result, the same teacher is teaching one subject effectively and
is doing a poor quality of work in the other (s).

Academic
Competence

Commitment Teaching
& Skills Relevant
Motivational field

Student
Psychology

Figure : 1 Four Capabilities of Teacher
23.3.3 Quality of Examination and Assessment

The quality of education and schooling is linked with the qualification of teachers, curriculum, and
educational material, teaching methodologies, equipment and physical facilities. It is well understood
that the real impact of these factors on quality of education can be determined through valid and
reliable examination. The performance measure of the students and teacher is based on their
examination results only.
There are four main aspects of exams, which affect their quality:
(1) Planning : ensure compatibility with the lesson plans, independence, language, confidentiality,
etc.
(2) Reliability and validity, ensure that exams measure what they are supposed to measure keeping
in view the bloom’s taxonomy
(3) Management, ensure that it is conducted effectively, and
(4) Analysis of results with appropriate statistical techniques and understanding.
It is usually taken for granted that teachers know to make exams. It is not true in most cases. Quality
problems are seen in almost all the four aspects.
Every society has certain explicit or implicit measures or status indicators of educational quality. In
general, these indicators can be divided into tree classes : educational inputs, educational outputs,
and educational processes. Inputs include financial measures, physical measures, and manpower
measures associated with the resources that are provided for students at each educational level.
Financial measures are generally summarized by educational expenditures per student. Physical
measures in clued the age, condition, and comprehensiveness of such facilities as classrooms,
laboratories, and libraries and the provision and use of international materials and equipment.

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