Abstract:

This research paper will attempt to analyse the differences between assessment criteria used in school level teaching versus the assessment criteria used at the undergraduate honours level, in one subject- English. We do this through a comparative analysis of the assessment criteria used by one school examination board and the one evolved and used during the first ever Common Aptitude Test for English (CATE) conducted in 2009, by the University of Delhi for admission to the undergraduate English honours Course.

Applicants to Delhi University come from all over India, and represent English education in English from a variety of education boards. There seemed to be largely an inverse relationship between their performance in the English paper at school level and the entrance exams held. Earlier, the individual colleges held their own tests for admission to this course, and we look at the reasons that led to the need for, and formulation of, a common test .

We also analyze the relationship between the MCQ questions and the essay type questions within the same test. The results of the test itself throw up some interesting facts about the teaching and learning of English and our analysis will attempt to throw light on this.
In the course of the paper we will also address student perception and (mis)understanding of these norms. The primary and ultimate concern is the student who has to embark on this journey often without consistent milestones to guide her/him.

Keywords:

Assessment criteria, school to college, english assessment.