Study of the Test of Educational Abilities conducted at the CBSE Schools for Class X  

Table of Contents

Foreword : B.P. Khandelwal (Chairman, Central Board of Secondary Examinations)
Editorial Letter : L.G. Liddle (Director, IPEM)
Abstract
Consultant’s Note : V.S. Misra
Introduction
Objectives of the TEA
Method
Results and Discussion
Main Findings
References
Sample TEA Performance Certificate
List of Schools participated in the TEA-99

EXECUTIVE SUMMARY

INTRODUCTION :
Most school examinations are tests of information or knowledge acquired in certain designated areas of subjects as per curriculum. They reflect the amount of information gained. They do not indicate in clear terms the potential the student has for specific types of skills needed in the next higher level of education. Research has shown that apart from subject knowledge more importantly the reasoning abilities, especially verbal and mathematical reasoning, are intimately related with, and foster academic achievement in college level/higher education. In fact, by measuring these special abilities the potential aptitude for success in higher education can be predicted to a very large extent.

Aptitude reflects the potential ability and skills needed for specific activity or behaviour. As such, aptitude tests and their scores are, more specific, definite and denote better the chances of future academic success. In addition, since aptitude refers to potential ability, the chances of improvement through learning and training in specific areas are also possible. It is important that some comparison be made between an individual’s actual performance and his potential for success in the school tasks in which he becomes involved at various points. If actual performance is significant below the predicted, an investigation should be made to determine the factor or factors responsible for poor performance. It is the teachers responsibility to investigate causes of such discrepancies with a view to improve the conditions which may be responsible for them.

It can be asserted that a person may be generally intelligent as measured by IQ tests but not have the academic aptitude (specific skills or capacity) needed for academic learning and achievement in certain areas of studies. Such a person’s intelligence may show itself in business skills or politics or some other area but not necessarily higher education. This brings us to the vexatious question of wastage, stagnation and frustration in senior school and college-going youth. A critical factor in failure and low achievement in higher education is due to a mismatch between the aptitudes required (potential ability) and the requirements of the curriculum. For maximum utilization of potential it is necessary to know whether aptitude for such professional higher education is present or not in the student. The TEA is intended to help students and their parents and teachers in making better decisions about the students’ future educational career. Authorities of schools, colleges and universities may like to consider the TEA scores, along with other criteria, for admission purposes. TEA scores may be claimed to be profitably used by future employers for their selection purposes. The TEA scores are based on Indian norms as against international norms on foreign developed tests offered by some agencies, and so are bound to be more realistic, valid and useful. The scores are intended to indicate to the teachers their students’ possible weaknesses in different course, so remedial measures could be taken by them.

Objectives of TEA :
The purpose of the TEA as outlined by the CBSE vide their letter No.CBSE/PMT/TEA/99/12492-17991 dated 15.03.99 were the following :

Thus, the TEA is intended to help students and their parents and teachers in making better decisions about the students future educational career. Authorities of schools, colleges and universities may like to consider the TEA scores, along with other criteria, for admission purposes. TEA scores may also be profitably incorporated by future employers in their employee selection procedures. The TEA scores are based on Indian norms and so are bound to be more realistic, valid and useful. The scores are intended to the teachers possible weaknesses of their students’ in different subjects, so that remedial measures could be taken by them.

Components of the TEA :

The TEA comprises of two tests : the Academic Aptitude Test which is intended to indicate the level of development of verbal, non-verbal and quantitative reasoning abilities which are considered by educational scientists to be essential for success at higher levels of education; and the Achievement Test which is intended to provide information about the students’ achievement of skills in the subjects studied at school. The emphasis is on assessment of school learned academic abilities and skills of comprehension, analysis and judgement developed in subjects rather than bookish knowledge. Thus, TEA is an instrument designed to measure what students have learned and their relative accomplishment in a specified area of academics. It is a diagnostic test which reveals students’ strengths and weaknesses in one or more areas of academics. The test provides scores by means of which we can estimate the students’ probable scope of improvement through training and their success in future learning situations.

Goals of the TEA Research Report :

The appraisal of TEA instrument would enable us to understand the precision of the tests. In this context, we have to focus this study on the following issues :

Main Findings :

The following inferences may be drawn on the basis of the analysis :

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