ABSTRACT
The University Grants Commission (UGC) has made several steps to implement academic reforms in India's Higher Education Institutions. Among the quality measures undertaken by the UGC is the development and frequent updating of the curriculum based on “Learning Outcomes.” In continuation with this, adjustments to the review process are the next key objective to be reached. Some deficiencies in the existing method for evaluating students have made improvements to the assessment system necessary. However, assessment should be largely connected to the established teaching style and learning methodologies, and should be situationally adaptive. In higher education (undergraduate and graduate students of economics), professors are frequently unable to defend student assessment results. Due to a lack of knowledge, teachers do not employ a standardized evaluation method. Administrators also encounter immense difficulty in handling evaluation-related concerns and impediments. A considerable amount of work and time is devoted to resolving these challenges every semester. This ultimately results in student and instructor dissatisfaction in the process of teaching, learning, and evaluation. It is a problem of reproducibility and repeatability in the process of assessment. This ultimately adversely impacts the learning outcome of students. The core focus of this chapter is to investigate the issues pertaining to the assessment process and provide possible solutions to strengthen the evaluation system, which ultimately leads to enhancing learning outcomes and satisfaction among students and teachers.
