A Study On Indian Higher Education Assessment System

Currently, ever-increasing concern about the quality of higher education is triggered by theworldwide expansion of its scale. Various higher education quality assurance systems have beenestablished in some countries and regions in order to maintain and improve the quality of highereducation. Neighboring India, well known by its significant higher education achievements, hasconstructed a relatively mature higher education quality assurance system. Correspondingexperience of establishing and improving the assessment system of its higher education is worthyof being learnt and drawn on by China.Therefore, Indian higher education assessment system is taken as the research object of thisthesis. Basing on the relatively comprehensive introduction of its history of modern highereducation development and partially employing the framework of new institutional economics, thisthesis mainly focuses on its problems and fully analyzes its standardized rules which are elaboratedin the following perspectives: related assessment institutions, objects, aims, procedures, etc.Additionally, the early-mentioned analysis further explores the implementation mechanism andfunctional values of the assessment system in four various kinds of connections with the activity ofassessment, namely, higher education institutions, governments, society, and assessmentinstitutions. This thesis proposes that Indian higher education assessment system is relatively wellformed after continuous reform since the1950s. Therefore, with the assessment system as the corepart, a comparatively well-stabilized higher education quality assurance system is established. It isbelieved that assessment provides beneficial recommendations for higher education institutions toimprove the teaching quality, practical references for the government to make funding policies, andplentiful higher education information for the society. Simultaneously, assessment institutions isalso largely improved and developed. Recently, in order to prepare for a new round of assessmentin India, a great deal of attention has been paid to improving the implementation styles ofassessment and strengthening the external communications with foreign higher educationassessment institutions. The thesis also makes a brief comparison between China and India in thefield of higher education assessment systems. Conclusively, in order to optimize China’s highereducation assessment system, six suggestions are presented as follows: strengthening the educationassessment of third parties and its authority, strengthening the guidance and financial support ofgovernment, making more flexible assessment criteria, establishing internal quality assurance institutions in higher education institutions and cultivating the quality culture, improving theprocedures of peer team assessment, and publicizing the results of assessments.