A letter by Karthik Sankaranarayanan (http://www.cs.virginia.edu/~ks4kk/) Shamelessly copied from his comment on Badri's Blog http://thoughtsintamil.blogspot.com/2006/11/blog-post_20.html#comments)
When the TNPCEE was first introduced as an objective means of evaluation for admission into the professional institutions, the target number of seats was small (few thousands). Today, the advent of private professional colleges has resulted in a manifold increase in the number of available seats (several tens of thousands). In fact, for engineering, the supply today is greater than the demand and many seats remain unfilled every year. The multitude of deemed universities, private and government colleges has lead to a situation where the students are overwhelmed by too many entrance exams. In such a scenario of surplus seats and numerous entrance exams, there is now a renewed debate on the need for a Common Entrance Test (CET) like the TNPCEE. The aim of this e-mail is to analyze the various aspects of this debate and to present my opinions about a potential solution.
First, let us focus on the issue of surplus seats. While there are many unfilled vacancies, this does not mean that there is a lack of competition among the taken seats. Also, the unoccupied seats are not all uniformly distributed across the colleges. The number of unfilled seats is usually inversely related to the quality of the institution as perceived by the students and their parents. There is a vast difference in standard between a 'perceived excellent' institution and a 'perceived average' institution. Many government institutions are currently under the 'excellent' group and a few private colleges are also well on their way to get there. There is a much higher competition among students for such high standard institutions than for the others. In such a reality, any fair policy of admission should be able to distinguish between the applicants at a fine level of granularity based on some objective criterion. The current higher secondary examination is inadequate for this purpose of differentiation. Please note that I am making this assertion not because it encourages rote learning but because it tends to be based upon descriptive answers and is only good in differentiating the students at a coarse level of granularity. For instance, one could probably say with a reasonable degree of certainty that a student with a 190/200 is better in that subject than another with 120/200 but the same cannot be said about two students with 195/200 and 190/200 respectively. Hence, over and above the qualifying examination, which does a good job of differentiating at a coarser granularity, another examination that differentiates students at a fine level of granularity is essential. Also, two examinations eliminate a single point of failure, thus giving a chance for a student who has unfortunately slipped in one to make up in the other. This is notwithstanding the fact that such an extra exam provides a common platform for students from different boards of education. This means that, in my opinion, some form of a CET is necessary even if we do not consider the CBSE students.
Given that some form of a CET is necessary, it is crucial to focus on the second issue: inconvenience to students. Like Einstein said, one has to "make everything as simple as possible, but not simpler". We should strive towards reducing the number of entrance exams to one but not zero. A consensus should be evolved between the different associations of private and government institutions and a CET that suits the need of everybody should be devised. If an institution feels that the CET is very difficult and that it is unable to find students matching the minimum qualification requirements, the total number of questions can be increased and additional easy questions can be added (without removing the challenging questions that are already present and hence, without diluting the quality of the CET), thereby giving the CET a better differentiation capability even at the lower end of the curve. Also, the minimum eligibility requirements on the CET score could be removed as the qualifying exam's minimum score requirements serve the purpose.
Another argument against a CET is that it puts rural and poor students at a greater disadvantage. Analysis of examination data has shown that this is not true ( link ). In fact, using the scores of the qualification exam alone results in a deeper urban-rural divide. It is true that the sole reliance on any form of exam scores causes the mushrooming of specialized coaching centers that train the students to mechanically crack the exam. This skews the ability of the exam to distinguish between innovative talent and mechanical practice. However, this is not an aspect unique to the CET and hence removing the CET will not solve the problem. In fact, it is more prevalent in the higher secondary exam and hence removing the CET will only exacerbate the issue. It is common knowledge that many schools do not pay attention to the XI standard syllabus and instead spend much of their time coaching their students for the XII standard. The enormous success of the residential schools (e.g. those in namakkal and salem districts) also shows the efficacy of specialized training in the higher secondary exam. Such specialized coaching centers are usually situated in urban areas and their fee structure is usually not affordable for poor students. Solving this problem of urban-rural divide could potentially employ solutions like government-sponsored educational vouchers for specialized coaching and reservation in the educational institutions for rural or poor students. However, such solutions are social responsibilities of a government and its people but lie beyond the scope of the CET process itself.
Having argued for some form of a CET, following are a few characteristics that are desirable for the CET:
a) The syllabus should involve the complete post-secondary period (both XI and XII standards). This could act as a reverse-lever and encourage schools to provide the focus required for class XI. It could also take away the undue mechanization of learning in class XII.
b) It should emphasize strong fundamentals over shallow details and innovation over rote. A possibility is to include a general aptitude test as part of the CET. An aptitude test might not be a conclusive word in assessing a student's ability but definitely provides a useful contribution. After all, the companies that recruit these students after their college education base their judgments partly on such aptitude tests and a pre-entrance preparation would only help the students during their recruitment.
c) The distribution of the difficulty level of questions should closely reflect the student IQ distribution. Usually, the number of average students tends to be very high while both the number of extra-ordinary students and the number of weak students tends to be very low. The distribution of questions should also reflect this pattern - with a few easy questions, a few hard questions and a lot of average questions. The classification of a question into each of these categories of difficulty could be done by observing the distribution of performance of the students in that question during the previous years. An easy question is one in which very few students have gone wrong while a difficult question is one in which very few have been right. Similar to the GRE, questions appearing for the first time could be used only as gauging experiments and not for scoring purposes.
Thinking about these issues, AIEEE/AIPMT seem to be possible candidates for the CET as they possess many of the aforementioned characteristics. Such a choice further reduces the number of examinations to be taken by the students. However, this poses a problem to students whose medium of instruction has been Tamil as these exams are offered only in English and Hindi. If one can work with the central government to conduct these exams in Tamil as well, there lies a potential solution. On the other hand, if we examine the TNPCEE in the light of the discussions above, it can be seen that it has many of the desirable features and with a few changes like the addition of an aptitude section and inclusion of the XI standard syllabus, it will be well-suited for the job.
Hence, my vote is to retain the CET - if need be, in the form of AIEEE/AIPMT or in the form of a modified version of the time-tested, reliable workhorse: the TNPCEE
Urban-rural divide widens
From http://www.hindu.com/2006/06/04/stories/2006060408050400.htm
If the State Government thought that scrapping the Common Entrance Test (CET) and admitting students to professional courses on the basis of their Plus Two marks will help students in rural areas, it should think again.
Going by this year's Plus Two results, the bias in favour of urban students has only increased.
According to a detailed analysis presented at The Hindu Education Plus Career Fair 2006 on Saturday, hardly five per cent of those likely to enter medical colleges this year will be from rural areas.
Students from the Namakkal belt, known for its residential schools, and from Chennai have outperformed those from other areas, said Salem-based analyst Jayaprakash Gandhi, who analysed the results.
Out of the 66 education districts in the State, 38 are entirely rural.
Of them, at least 15 may not figure in admissions to top colleges in the State, be it medical or engineering.
If at all some make it, it will be because of a better performance in the Tamil Nadu Professional Courses Entrance Examinations (TNPCEE).
The reasons
Academic circles explain that the reasons for the divide are not far to seek. While urban students have better access to intensive coaching, their rural counterparts do not even have enough of quality teachers to shape them. Even in the Namakkal-Salem-Rasipuram region, which abounds in residential schools that give special coaching to the students for scoring very high marks, it is mostly urban students who are on the rolls. Many rural schools are lacking in laboratory facilities and staff vacancies are not filled easily.
Unless the quality of education in rural schools improves dramatically, it will be difficult for the average student in these areas to match their urban counterparts. For that to happen, the Government and its School Education machinery have to work overtime, they argue.
My previous post on Entrance Exams are found at
http://www.penandscale.com/bruno/2006/02/about-entrance-and-exit-exams.html
http://www.penandscale.com/bruno/2006/02/court-prefers-entrance-rather-than.html
http://www.penandscale.com/bruno/2006/02/more-about-entrance-saga.html
http://www.penandscale.com/bruno/2006/02/entrance-of-exit.html
http://www.penandscale.com/bruno/2006/03/grace-marks-in-physics.html
http://www.penandscale.com/bruno/2006/03/entrance-case-on-march-27th.html