The switch to online education during the Covid-19 pandemic introduced a series of unprecedented challenges, a significant one being the conduct of online examinations. The degree colleges in Kashmir faced a daunting task in this sudden transition, reflecting not just a logistical shift but a fundamental change in the academic assessment process. This essay explores the multifaceted challenges of conducting online examinations during Covid-19, with a particular focus on the unpreparedness of institutes in Kashmir.
First and foremost, the technical infrastructure in Kashmir was not geared towards supporting a widespread shift to online examinations. The region's chronic issues with internet connectivity, exacerbated by frequent internet shutdowns for security reasons, posed a formidable barrier. Many students, especially those in remote areas, were unable to access or complete exams reliably, leading to a stark digital divide. The lack of reliable internet access not only disrupted the fairness and equity of the examination process but also heightened anxiety among students, affecting their performance.
Additionally, the sudden need for online examinations exposed a gap in the digital literacy and readiness of both students and faculties. Many educational institutions found themselves scrambling to adapt to digital platforms, with little to no prior experience or training. This lack of preparedness led to poorly organized exams, technical glitches, and a general atmosphere of confusion and stress among students and educators alike. The situation underscored the necessity for robust training in digital tools and platforms as an integral part of modern education.
The format of online examinations also raised concerns regarding academic integrity and the effectiveness of assessments. Institutes struggled with creating examination formats that could accurately and fairly assess student learning without face-to-face supervision. This led to a reliance on trust-based systems or invasive surveillance software, each with its own set of ethical and practical challenges. The dilemma highlighted the need for developing innovative assessment methods that could accommodate the realities of online learning.
Despite these hurdles, the experience of conducting online examinations during the pandemic has offered valuable lessons for educational institutions in Kashmir and beyond. It emphasized the importance of investing in digital infrastructure and literacy, rethinking assessment strategies to suit online formats, and fostering an academic culture that prioritizes equity and access. While the road to fully overcoming these challenges is long, the pandemic has catalyzed a shift towards more resilient, flexible, and inclusive educational practices.
