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Accueil Numéros 23 Des jalons dans la formation à di... Asian JDE Tutor-Marked Assignments: Evaluat...

Tutor-Marked Assignments: Evaluation of Monitoring in India

This article examines the practical aspects of assignment evaluation performed by distance education tutors at Indira Gandhi National Open University (IGNOU). The optimal aspects of assignment evaluation are examined in this article. Of interest is the degree of discrepancy as observed in the experimental group vis-à-vis the ideal concepts. The study takes into consideration, all possible divisions in the experimental group, specifically age, gender and programmes of study. Our findings revealed that a properly structured and periodically repeated training programme can reduce the extent of non-teaching comments among distance education tutors.

First publication : http://www.asianjde.org/2007v5.3.Sharma.Abstract.html

Texte intégral

1. introduction.

1 Evaluation process in distance education is fundamentally different from traditional education. Moore (1999) in his editorial in American Journal of Distance Education has identified some key features of an effective monitoring and evaluation process in a distance education system. Among the key features identified by him were: specifying “good” learning objectives, the efficient handling of assignments, and implementing a data gathering and reporting system. Assignments are a source of feedback to educational authorities on different aspects of student achievement. Moore also called for designing interesting and suitable assignments that provide evidence of “what” the student has actually learned as compared to “what” exactly is required in learning. Here the instructor has two major responsibilities to fulfil: (1) to respond to the student regularly (as per the assignment submission schedule); and (2) to collate the results of assignments evaluated (i.e., scores or grades). A review of such data enables the administration to identify weak and strong points of their system, such as weaknesses related to the instructors’ misinterpretation of evaluation criteria, non-receipt of learning packages, or even something as specific as an incorrect explanation made by a given tutor when teaching a concept during a tutorial meeting. Other more specific weaknesses might include late receipt of assignments, or a missed training session, use of inappropriate teaching materials, unattainable learning objectives, or ineffective learning measurements. Moore suggested designing the assignment to test exactly “no more, no less” than what is desired from the programme of study. He also stressed that at all times educators need to be aware of their roles in the monitoring system.

2. Evaluation of Assignments

2 At the Indira Gandhi National Open University (IGNOU), evaluation of student performance takes place at two levels: (1) during continuous learning evaluations and (2) during end-of-term examinations. Continuous evaluation has as its major component “assignment evaluation,” intended to check students’ progress.

3 Feedback from such assignments helps educators analyse the levels of successful learning among students, as well as the pedagogical effectiveness of self-instructional material. From the students’ perspective, assignments also play an important role because they convey students’ individual levels of learning achievements, which, in turn, can help them iron-out the negative aspects of the learning process while cementing the more positive aspects. This process is facilitated through tutors’ comments on the quality of assignments. Walker (1987) highlighted the significance of tutor marked assignments as the main vehicle for correspondence teaching, through which tutors may infuse independent learning among learners. Tutors achieve this ideal by providing students with constructive criticism, support, and encouragement via marking and grading assignments. Pradhan (2002) recommended that grading could be used in assessing students’ answers on both extended and restricted response type questions. He observed that grading is more reliable than marking, because grading helps to minimize tutor subjectivity and maximize objectivity.

4 Ronan (1997) explored the role played by tutors in resolving the learning difficulties of distance learners registered for a Master’s degree in training programme at a major British university. He found that feedback on the marked assignments was comprehensive, but he also found that often tutors failed to elaborate on what needed to be done by students to obtain a better grade. Ronan also pointed out the occurrence of negative emotions when students did not realize their grade expectations. He reported, “The mentor endeavoured to provide a rational basis for the grade earned, but his task would have been greatly assisted through the provision of suggested answers” (p.63).

5 It is essential that ”assignment evaluation and commenting” must be properly monitored. A paper titled ”More than Merely Monitoring” by Edwards and Metcalfe (1988) raises a pertinent question: Who monitors the monitors? They pointed out that although the teaching comments are important, students’ main consideration nonetheless remained their grade;, students are more concerned about “fair reflection of the ‘worth’ of their script” (p.17). Edwards and Metcalfe also referred to different ways of enhancing correspondence teaching skills and feedback to tutorial staff through some form of official monitoring system. Various researchers have suggested the use of different feedback mechanisms; for example, Orton (1978) reported on the use of telephones for feedback, and Evans (1984) reported on the use of audiocassettes for this purpose. Hussain and Sahoo (1994) undertook a study to assess the type of comments given by tutors on students’ distance learning assignments. This assessment was quantitative and qualitative, and designed to suggest ways to improve upon the quality of tutor comments. During their study, Hussain and Sahoo discovered that only 22 per cent of the assignments reviewed by them contained “positive” reinforcements, 18 per cent had general, and 28 per cent contained negative comments. They also found that subject related comments were given on ten percent of the assignments; step-by-step instructional comments on two percent; whereas ten per cent of the assignments contained holistic comments. They concluded that an adequate number of comments should be given on each assignment, and that these should be more pertinent to the subject under study. Reflecting on the importance of monitoring assignment evaluation, Satyanarayanan and Sesharatnam (1992) suggested that pertinent goals of evaluation monitoring include uniformity of marking standards, feedback to course teams concerning students’ progress on their work, rescheduling assignments, reducing/increasing the number of course assignments, modifying advice and guidance given to learners on how to answer questions, and changing tutor notes.

6 The assignment model of IGNOU is a three way interactive model. Assignments are dispatched to students from the University. Students subsequently complete and submit their assignments to tutors for marking, after which the marked and graded assignments are returned to students. The tutor also sends his feedback to the University.

3. Tutor’s Comments on Assignments

7 Tutor comments form the tangible basis for impressing upon students the desirable aspects of their learning process. In analysing the significance of tutor comments, Morgan and O’Reilly (1999, p. 74) explained that written feedback on assessment items may be the only dialogue that occurs between distance learners and their teachers. To enhance continuous and purposive learning, constructive dialogue is desirable between the student and the teacher (Grugeon 1977, Harrison 1980, Bulkeley 1981, Roberts 1984 and Cole et al. 1986). Lee and Yuen (1993) state, “the turnaround time of tutor marking, and the quality of marking and the comments on the written assignments will certainly reflect the integrity of the tutors.” Cole et al., (1987) also strongly favour an immediate turn around of monitoring feedback, which enable learners to put their tutors’ advice and direction into practice. Jarvis (1978), Baath (1980), Freeman (1983), Mullett (1983) and Rickwood (1992) also support the early return of feedback to students.

8 Tutors’ comments can be categorized broadly into (1) teaching type comments and (2) non-teaching type comments. By offering concrete suggestions for improvement, teaching type comments point out the strengths and weaknesses of students’ academic progress.

9 One of the important abilities of a good evaluator is to provide useful and constructive feedback to the learner about their work (Morgan and O’Reilly, 1999, p. 74). Positive comments also play an important role in encouraging students to achieve better learning out comes, just as the lack of positive comments may result in students’ increasing a sense of disenchantment with the learning process. Further, the use of positive comments encourages the student to respond positively to the learning process, a dynamic that can ultimately act as encouragement to the tutor as well, thus leading to an immense sense of satisfaction for tutors and students alike. As Lee and Yuen (1993) state: “Learner dropout rates of certain tutors can also explain the extent of encouragement given to the learners by the tutors.”

10 Non-teaching type comments, on the other hand, act to either actively discourage or signify nothing whatsoever to students. Under the IGNOU system (IGNOU, 2001), Teaching comments are classified under four major heads. These are:

1. Positive comments

2. Constructive comments

3. Personal comments

4. Global comments

11 Positive comments indicate that answers given by a student learning at a distance is either excellent, up to the mark, or that in spite of certain flaws, the answer is original. A comment such as “Your analysis of the causes of depression is acceptable and quite appropriate in this context,” fits the bill. Studies conducted by Mackenzie (1974), Baath (1980) and Mullett (1983) also report that students desire encouraging and supporting comments.

12 Cole et al., (1987) emphasised that monitoring comments must be positive, constructive and supportive if they are to enhance learner performance. In addition to academic content, they also recommended linking of comments to tutors’ didactic skills.

13 For Cole et al., constructive comments go a long way in addressing these concerns, in that they neither negate nor approve of what the learner has written, but instead offer constructive suggestions as to how students may improve their answer. Morgan and O’Reilly (1999, p. 74) acknowledged that constructive feedback creates dialogue between teacher and students, which then helps students to identify areas for improvement, acquire new skills; and develop reflective and critical self-evaluative thinking skills. A comment such as “You could have enriched your argument by including the following points, a. ------, b. ----, c. ------- etc.,” is constructive in nature.

14 Personal comments are intended to mitigate the feelings of isolation often faced by distance learners. At this juncture, the study efforts of Cole et al. (1986, 1987) have to be brought in relation to the efforts of other researchers. Since distance education students operate in isolation, often detached from their fellow distance-learning counterparts engaged in the same course of distance study, it is important to make individual students realize that they are not the only ones working on specific tasks. In short, their efforts can and must be brought into relative comparison with the efforts of other students studying in the same program. In short, the individual learner must be made to realize that the problems and effort undertaken are something that they are not facing alone, but instead are faced by a host of fellow distance education students. Such comments play a vital role in making students realize as to where they stand in relation to other students engaged in the same course of study. This vital function is performed using personal comments like: “This is what most students think about the problem, but you have substantiated your arguments much better than the others.”

15 Global comments are intended to cover the entire assignment with reference to the various aspects mentioned in the answer. They are most often used to explain the grading system.

16 In simple terms, the use of Global Comments provides students with reasons of why certain grades are given.

17 Non teaching comments can be sub-classified under:

• Harmful comments

• Hollow comments

• Misleading comments

• Null comments

• Negative comments

18 Harmful comments put off the learner. Learners receiving harmful comments may feel so dejected, that they may dropout from their studies entirely. In short, harmful comments fail to build any rapport with the student on any level. For example, comments such as “Your analysis is absolutely wrong,” can have this effect.

19 Hollow comments make it impossible for the student to make any tangible deduction from the comment. A comment such as, “You can improve the structuring of the answer,” looks meaningful on the surface, but is actually hollow in that no meaning can be drawn from it.

20 Misleading comments mislead learners to adopt untenable perceptions about themselves, their study environment, and method of study, etc. Comments such as “Read the lesson again” (without pointing out the weaknesses) will lead students to a perception that having gone through the lesson again will enable them to gain academically, whereas in reality they might not have.

21 Null comments are basically nonverbal in nature in that they scarcely question, illustrate, or explain. Null Comments include question marks, underlinings, and side brackets to name a few. These sorts of comments are not helpful to the learner.

22 Negative comments always indicate that the answer is either incomplete or wrong, but do nothing to explain or indicate as to how to make the answer complete or correct.

4. A Previous IGNOU Study of Tutor Comments

23 Distance tutors must make all efforts to write teaching comments and avoid using non-teaching comments. However, it has been our general experience that teachers in the IGNOU system, commonly resort to non teaching comments and are often not well inclined to write teaching comments.

24 A report published by IGNOU’s Post Graduate Diploma in Distance Education Programme (IGNOU, 2001, booklet no.3, ES-313, pp. 36-37) provides details of a previous study of tutors’ comments on students’ assignments. Tutors participating in this study were asked to write comments and, more importantly, they were specifically instructed not to write non-teaching type comments. The total number of tutor trainees present for the study was 48.

25 They provided a total of 208 comments of which 52(25%) were Hollow comments, 128(61.5%) were Negative Comments and 11(5.3%) were Constructive Comments.

26 The term “tutor trainees” refers to the number of trainee teachers who were briefed on various aspects of assignment evaluations in distance education settings. Percentages are based on responses rather than the number of cases, meaning a single trainee teacher is at liberty to give more than one comment. In spite of clear instructions to the contrary, results showed that the teacher trainees engaged in this study, tended to employ non-teaching type comments.

5. Objectives of the Current study

27 To study this phenomenon further, the IGNOU Karnal Regional Centre conducted a survey at its study centres. In this survey, tutors were asked to evaluate a sample assignment and write comments on it.

28 Our study was carried out with the following objectives:

To study the pattern of student assignment grading by tutors

To gauge any gender variation based on tutors’ evaluation of a common assignment

To determine if there is a differentiation in scaling pattern (as indicated by their comments on assignments) between male and female tutors

To examine the effectiveness of the briefing on assignment evaluation

To study variations in grading patterns on a programme by programme basis

To observe retention levels of tutorial skills acquired by tutors during orientation sessions

To discover and suggest areas for improvement

29 Based on the above objectives and the authors’ experience in the field of distance education, the following set of hypotheses was arrived at:

There is a certain degree of uniformity in the grading pattern of a given answer, irrespective of the demographic variation of tutors

Based on norm patterns established by experts, there is a certain degree of uniformity in the grading pattern of tutors

Tutors rarely give teaching type comments and are more likely to give non-teaching type comments even after being briefed on the salient aspects of commenting on assignments

The skills acquired by trainee tutors during training programme diminish over time

30 Table 1 indicates the population for the study, i.e., the academic counsellors (tutors) working at the 14 study centres that constitute the network of IGNOU’s Karnal Regional Centre. It must be noted that when and where it made sense, tutors working in adjacent study centres were invited to attend orientation sessions at a mutually convenient location.

31 Further, it must also be noted that not all tutors who participated in these orientation sessions resorted to grading or commenting referred to in this article as “scaling.”

32 Indeed, citing personal reasons, some counsellors chose not take part in this research exercise. In total, of the 296 tutors who took part in the orientation sessions, 115 agreed to participate.

Table 1. Distribution of academic counsellors per study centre

Sampling Technique

33 The sample technique selected for our study was carefully chosen so as to provide adequate representation to all the study centres operating under Karnal Regional Centre’s umbrella. Care was taken to ensure that participants were representative of the population with respect to different criteria like age, gender, courses of study, etc.

Data Collection Tools

34 For data collecting purposes, we used a “standard” assignment written by a student. Tutors from all study disciplines were asked to analyse this “standard” assignment, based on such evaluative criteria as:

Margin comments: (i.e., those of positive, negative, null, constructive nature, etc.)

Grading the assignment on a scale from “A” to “E”

Scaling (adding comments to) the assignment

Providing Global comments

35 This study was conducted during orientation sessions, where tutors received instruction on aspects of distance education pedagogy.

36 Table 1 provides details of the dates and locations where the orientations sessions took place and the number of tutors involved. The resource personnel charged with presenting these orientation sessions consisted of IGNOU Karnal Regional Centre senior academic staff. For this study, tutors were invited to participate in a daylong orientation session, which took place between September and December 2001 at the IGNOU study centre locations listed in Table 1. During each orientation session, tutors were provided with details outlining the functional areas related to distance education in operation at IGNOU, including the functions of the IGNOU study centres and regional centres. Tutors were also provided details on the acquisition of “good” academic counselling skills, along with tips on how to organize and conduct effective counselling sessions, and examples on how to write more effective comments on student assignments.

37 Our study, which was designed to research tutor “assignment evaluation,” was part of the day-long orientation session. During this “assignment evaluation” segment, tutors were supplied with the same standard assignment, and invited to evaluate, comment, scale, and grade this assignment.

Rationale for Selecting a Particular Assignment for this Study

38 One problem the Karnal Regional Centre faced was that the academic counsellors participating in this study came from different academic disciplines and programmes of study. This meant that as researchers, we were faced with the necessity of administering a “standard” assignment that everyone could feel

39 comfortable with. To overcome this problem, a more general assignment was selected for our tutors to assess, grade, scale and comment on. The subject matter of our “standard” assignment was distance education, a field of study we felt tutors should be familiar with given that they worked for IGNOU, a major distance education institution.

40 But before attempting such an evaluation, tutors were briefed about the various types of comments available for use to them.

41 During these orientation sessions, it was impressed upon the tutors to avoid writing non-teaching comments. The comments given by the tutors were then divided into the various categories (outlined above). The tutors were also instructed to write “Global Comments” on the sheet provided for the purpose. The data for scaling responses were derived from the scaling responses of the study participants. Tutors were requested to assess the quality of the standard assignment using a six-point scale. Responses in the first two points on our six-point scale were grouped under the category “excellent.” Responses in the next two points were grouped under the category “satisfactory.” Finally the responses in the final two points were categorized under the “much to be desired” (MBD). Ultimately, data for each sub-analysis varied, because of the existence or absence of evaluative criteria captured on the response sheets.

6. Findings

42 The study revealed interesting results. The facts related to distribution of teaching comments according to gender are provided in Table 2

Table 2. Division of Comments Based on Gender Differentiation

43 The percentages for each category of comments were calculated based on the number of comments divided by that of gender. For example, for the category of ”No Comments” for female tutors, the percentage 5.12 was arrived at by the calculation, (2/39)*100= 5.12. The most important finding that has emerged from our study is that the overall substantive nature of the comments. Approximately, 50 per cent of the respondents gave both positive and constructive comments. So although over 10 per cent of the tutors gave null comments, and over 16 per cent gave negative comments, the fact remains that the underlying “attitude” of the tutors remained positive. The sections that follow discuss the various parameters associated with “assignment evaluation” as based on the research objectives of our study.

Nature of Comments

44 Of the total sample size of 115 tutors, 56 (48.6 per cent of the sample) offered positive comments. A total of 60 tutors (52 per cent) gave constructive comments. And 97 per cent of female tutors and 95 per cent of the male tutors gave some kind of global comment in the space allotted for this purpose.

45 Nineteen per cent gave null comments. Only a small percentage (0.86 per cent) gave negative comments. Twenty-two per cent wrote hollow comments. And 1.73 per cent each of the tutors gave harmful and personal comments respectively.

Scaling Pattern

46 When measuring the use of “scaling” (types of comments) by tutors, it is interesting to note that of the 76 male and 39 female tutors, 51.3 per cent did not use add comments to the assignment. What is more interesting, is that 29 (74.4 per cent) of the 39 female tutors engaged in our study, did not use scaling when assessing the standard assignment. Of the 47 tutors who used scaling, 33 (70.2 per cent) considered the quality of the assignment as highly accurate; 27 (57.44 per cent) as being excellent in coverage; 25 (53.19 per cent) as conceptually clear; 25 (53.19 per cent) as excellent or well planned; 22 (46.8 per cent) as being of ideal length; and finally, 25 (53.19 per cent) as being clear in expression. The parameter listings do not follow any specific sequence, but is instead based on the order of importance.

47 Nineteen per cent gave null comments. Only a small percentage (0.86 per cent) gave negative comments. Twenty-two per cent wrote hollow comments. And 1.73 per cent each of the tutors gave harmful and personal comments respectively.

48 When measuring the use of “scaling” (types of comments) by tutors, it is interesting to note that of the 76 male and 39 female tutors, 51.3 per cent did not use add comments to the assignment. What is more interesting, is that 29 (74.4 per cent) of the 39 female tutors engaged in our study, did not use scaling when assessing the standard assignment. Of the 47 tutors who used scaling, 33 (70.2 per cent) considered the quality of the assignment as highly accurate; 27 (57.44 per cent) as being excellent in coverage; 25 (53.19 per cent) as conceptually clear; 25 (53.19 per cent) as excellent or well planned; 22 (46.8 per cent) as being of ideal length; and finally, 25 (53.19 per cent) as being clear in expression. The parameter listings do not follow any specific sequence, but is instead based on the order of importance.

Table 3. Scaling Pattern of the Academic Counsellors

(Figures within parentheses are percentages)

49 The most notable result of our study is that overall there is a general disinclination among tutors to use scaling. However, the disinclination to use scaling appears more prevalent among female tutors, than that of their male counterparts. In total, 48.68 per cent of male counsellors used scaling, as compared to only 25.64 per cent of female tutors. This finding essentially confirms our hypothesis that males are more inclined to scale than females.

Chi-Square Test on the Extent of Resemblance in Scaling pattern

50 Each scaling pattern parameter (accuracy, coverage, conceptual clarity, planning, length, and clarity of expression) was subjected to rigorous Chi-Square testing. This test was intended to test whether there is uniformity in the scaling pattern between male and female counsellors. The values have been based on degrees of freedom as 2 [calculated (3-1) (2-1)= 2 X 1= 2], derived from a 3*2 table. The degree of freedom at 0.5 level of significance was 5.991. In the succeeding tables, observed values have been shown as ‘O’ and expected values as ‘E.’

51 The parameter of Accuracy was put to Chi-Square testing. The expected values for the “excellent” scaling parameter were 31.7 for males [(42*37)/49] and 5.3 for females [37-31.7]. The “satisfactory” scaling parameter was 7.7 for males [(42*9)/49] and 1.3 for females [9-7.7]. The results for “much to be desired (MTD)” was 2.6 for males [(42*3)/49] and 0.4 for females {3-2.6]. The calculated value of Chi-Square for the distribution is 4.32, which falls in the acceptance range of 5.991. This means that no significant difference was found in the scaling pattern on the parameter accuracy between males and females.

52 On putting the parameter of Coverage to Chi-Square testing, the following aspects were noticed.

53 The expected values for “Excellent” scaling parameter were 22.7 for males [(32*27)/38] and 4.3 for females [27-22.7]. A similar pattern emerged for the “satisfactory” parameter, which showed 6.7 for males [(32*8)/38] and 1.3 for females [8-6.7]. Similarly, the results for the MTD was 2.5 for males [(32*3)/38] and 0.5 for females {3-2.5]. The Chi-Square test result of 1.556 falls within the acceptance limit and therefore confirms our hypothesis that there is a great deal of uniformity between the scaling pattern of male and female counsellors.

Conceptual Clarity

54 The parameter for Conceptual Clarity when put to Chi Square testing revealed the following results.

55 The expected values for “excellent” scaling parameter were 21.5 for males [(31*25)/36] and 3.5 for females [25-21.5]. The same pattern emerged for the “satisfactory” parameter, which was 8.6 for males [(31*10)/36] and 1.4 for females [10-8.6]. Similarly, the results for MTD was 0.86 for males [(31*1)/36] and 0.14 for females {1-0.86]. The Chi-Square test result of 4.474 falls within the acceptance limit and therefore confirms our hypothesis.

56 The Chi-Square test on the parameter of planning revealed the following facts. The expected values for “excellent” scaling parameter were 19.8 for males [(34*25)/43] and 5.2 for females [25-19.8]. When calculated for “satisfactory” parameter a similar pattern emerged with 6.3 for males [(34*8)/43] and 1.7 for females [8-6.3]. Similarly, the results for “MTD” were 7.9 for males [(34*10)/43] and 2.1 for females [10-7.9]. Again the Chi-Square result of 1.6102 falls with in the acceptance range.

57 The expected values for “excellent” scaling parameter were 19.6 for males [(33*22)/37] and 2.4 for females [22-19.6]. When calculated for “satisfactory” parameter, a similar pattern emerged with 6.25 for males [(33*7)/37] and 0.75 for females [7-6.25]. The results for “MTD” were 7.13 for males [(33*8)/37] and 0.87 for females [8-7.13]. Here too the Chi-Square value of 3.3023 falls within the acceptance range.

Clarity of Expression

58 The expected values for “excellent” scaling parameter were 20.7 for males [(34*25)/41] and 4.3 for females [25-20.7]. When calculated for the “satisfactory” parameter, a similar pattern emerged with 9.12 for males (34*11)/41] and 1.86 for females [11-9.12]. The results for “MTD” was 4.14 for males (34*5)/41] and 0.86 for females [5-4.14]. The result for Chi-Square test was 1.346, which falls with in the accepted range at 0.5 level of significance, which was 5.991.

7. Discussion

59 When the parameter of accuracy was put to test at two degrees of freedom (as obtained from the number of columns and data rows and at 5 per cent level of significance) the result obtained for Chi-Square test was 4.32, whereas the table value for the accuracy parameter was 5.991. The result falls within the acceptance range and therefore, it can be concluded that there exists a general uniformity in the scaling pattern between male and female tutors.

60 When the parameter of coverage was put to the same test at the same level of significance, the Chi-Square test revealed a result of 1.566, which also falls within the acceptance limit of 5.991. Here, too, our hypothesis of a general familiarity between the scaling patterns between male and female tutors is authenticated.

61 The Chi-Square test on the parameter of conceptual clarity brought a result of 4.474, which again falls with in the acceptance limit set by 5 per cent level of significance at 2 degrees of freedom. Hence, the pattern of scaling uniformity prevails in this parameter as well.

62 The variable of planning was then subjected to Chi-Square testing. At 5 per cent Level of Significance and at 2 degrees of freedom, it returned a test result of 1.6102, which falls with in the acceptance limit. Therefore the hypothesis of uniformity of scaling also holds true for the parameter of planning.

63 The Variable of length returned with a result of 3.3023, which again falls with in the acceptance range of 5.991 and therefore holds true the test hypothesis of uniformity in scaling for this parameter.

64 The parameter pertaining to clarity of expression also confirmed the hypothesis at 2 degrees of freedom and 5 per cent Level of Significance. This parameter returned a test result of 1.346, which again falls with in the acceptance range.

65 Thus, on all parameters studied, the test results indicated that a great deal of similarity exists in the scaling pattern between male and female tutors.

Analysis of Comments as Based on Age Demographic Factor

66 The demographic division of comments based on age has revealed interesting results. Of the 44 comments given by tutors in the 20-30 years age group, 12 were positive comments, 17 were constructive, four were null, one was negative, and two misleading. Of the 48 comments belonging to the 31 - -40 year age group, 17 were positive, and 15 constructive. Nine of the 26 comments from the 41 - -50 year age group were positive, and five constructive.

67 This finding can be compared to the 51-60 age group, where the number of positive and constructive comments was nine and nine respectively (the sample size here is different from other samples presented in the study because the age of some of the participants could not be ascertained). Table 17 provides a clear representation of the division of comments according to tutor demographics, information that is not easily comprehensible in earlier tables.

Table 4. Classification of Comments by Age of Tutors

68 Our study reveals that the dispersal of hollow comments is approximately uniform across all age groups. The incidence of positive and constructive comments is high among younger age groups (ages 20 to 30 and 31 to 40 years). This fact is borne out in that of the 48 positive comments given, 29 were generated from the 20 to 30 and 31 to 40 age groups. Similarly, for constructive comments, these two age groups accounted for 32 out of 48 comments. Therefore the overall effectiveness of the orientation sessions appears to be the highest in these two age groups.

Analysis of Comments as Based on Programmes of Study

69 Our data also revealed interesting results when the analysis of comments was compared across programmes. As a researcher, it was satisfying to find that in all subject group categories studied, the number of positive and constructive comments remained high. The results are shown in Table 5.

Table 5. Classification of Comments by by Programmes of Study

70 Another positive fact pertaining to the grading pattern of tutors engaged in all programmes of study, is that the proportion of positive and constructive comments is also high. However, concern remains in that the use of non- teaching comments is found to be higher among the bachelor’s degree programme tutors than found in other programmes of study.

Award of Grades

71 With regard to grading, 24 tutors awarded ‘A’ grades, while 30 awarded ‘B’ grades, and one a ‘C’ grade (see Table 6).

Table 6. Grading Pattern by Gender of Tutors

72 With regard to the allotment of grades for the assessment of the standard assignment, there was considerable variation in the grading patterns of female and male tutors. Of the total ‘A’ grades given, while 75 per cent were awarded by males, 25 per cent were awarded by females. This finding reveals that males are significantly more liberal than females in awarding higher grades. Nonetheless, our study shows that overall the degree of concentration for ‘A’ and ‘B’ grades among both male and female tutors is high.

Perfection in Grading

73 To analyse the degree of grading proficiency among tutors, we subjected the data to a test to determine the degree to which the tutors actually have awarded students with the grade they deserved. To make this determination, we used a ”dispersion technique.” But first, to make this technique more clear, we have attempted to clarify some terminology.

74 Norm refers to the grade awarded to a response by the best judgment available for the purpose. A panel of four experts with the objective to determine a “perfect grade.” The panel was then assigned the task of arriving at a median grade, which we considered the “norm” for the purposes of this study. For the current “standard” assignment, all the four experts arrived at the grade of “B” as the Norm.

75 Dispersion refers to the scattering of grades away from the Norm. A grade above the norm will elicit a positive “dispersion value” and vice-versa. With the norm in the current study determined as a “B,” a grade of “A” elicits a positive dispersion value of +1, while a “C” grade will elicit a negative dispersion value of -1

Table 7. Range of Grading Dispersion

Range of dispersion:=  n* d

n = number of tutors who assigned a particular grad e

d = distance of the academic counsellor’s grade assignment from the nor m

76 As shown in Table 7, the range of dispersion is from +24 to –1, a range of 25 points. An interesting revelation is that although the modal number stayed within the Norm, a sizeable number (24 responses) deviated above the Norm.

77 As shown in Table 7, the range of dispersion is from +24 to –1, a range of 25 points. An interesting revelation is that although the modal number stayed within the Norm, a sizeable number (24 responses) deviated above the Norm.

Results of the standard deviation Test

78 The data derived from our study were subjected to statistical analysis, which yielded some interesting results. To obtain a comparable guidance value, the data from the previous IGNOU study were also subjected to the same test.

79 The results are presented in Tables 8 to 11. In the following table the intermediate steps for the manual calculation of standard deviation (a measure of dispersion by using the deviation from Actual Mean) are given.

Table 8. Classification of Tutors’ Comments in IGNOU’s Previous Study

x = Actual Observations; x= Arithmetic Mean of the Distributio n

80 This observation holds true for all Tables 8 to Table No. 11. The standard deviation is the value of 46.58, and the coefficient of variation is 89.59, as derived from Table 8.

Variation by Age

81 When the age related data were subjected to the same test criterion, the results produced elements of class uniformity. Let us first see what the analysis of the data for different age group yields.

Table 9. Variation in Grading Pattern by Tutors’ Age

f = Frequency of comments

(x-  x)= Deviation of the frequencies from arithmetic mea n

(x-  x) 2 = Square of deviation of the frequencies from arithmetic mea n

82 As derived from Table 9, for the 20 to 30 age group, the standard deviation was 5.70, and the coefficient of variation was 78.16. For the 31-40 age group the standard deviation was 6.38, and the coefficient of variation was 81.89. The standard deviation was 2.92, and the coefficient of variation was 67.47 for the 41-50 age group.

83 Finally, for the 51-60 age group, the standard deviation was 3.4, and the coefficient of variation was 61.88.

Degree of Variation in Grading Patterns on the Basis of Gender

84 The analysis of tutors’ grading preferences by gender was also analysed using the same technique. The results are captured in Table 10.

Table 10. Variation in Grading Patterns by Gende r

f = Frequency of comments

85 As shown in Table 10, the standard deviation is 9.10 for male tutors, and the coefficient of variation is 66.94. The standard deviation for female tutors is 3.4, and the coefficient of variation is 73.91.

Degree of Variation of Tutor Comments Across Programmes of Study

86 When the data for distribution of comments across different programmes of study were put to statistical test, the following results were revealed.

Table 11. Variation of Tutor Comments by Study Programme

87 As shown in Table 11, the standard deviation for Bachelor’s degree programme is 12.74, and the coefficient of variation is 74.96. For Other Courses and Diplomas, the standard deviation is 1.85, and the coefficient of variation is 77.2. For Computing Science, the standard deviation is 2.86, and the coefficient of variation is 62.25. For Management, the standard deviation is 4.67, and the coefficient of variation is 85.18.

Retention of the Concepts

88 A random sample of 20 tutors who participated in the orientation sessions were selected on September 28, 2002 and asked to evaluate and comment on a second “standard” assignment.

89 Results of this follow-up exercise suggested that many of the concepts taught to the tutors during the orientation sessions had been retained. The results are outline in Table 12.

Table 12. Retention of Concepts

90 The tutors, who participated in follow-up exercise, produced a total of 31 comments. Of these 31 comments, nine (29 per cent) were positive in nature, 15 (48 per cent) were constructive, two (6.4 per cent) were null, three (9.67 per cent) were hollow, and two (6.4%) were personal. The results of this follow-up exercise, suggests that tutors retained a considerable degree of the skills taught during the previous orientation sessions.

8. Conclusions

91 The study of the grading pattern of tutors produced interesting results. The relatively high coefficient of variation exhibited by management programme tutors is based on their preference to use constructive comments, which is a positive sign.

92 However, the high percentage of null comments given by the tutors of bachelor’s degree programme reveals an area of concern. This exercise has confirmed our hypothesis that a certain degree of uniformity exists among tutors irrespective of differentiation based on gender, programme of studies taught, and age.

93 Our study also shows that the predominant form of comment given by the tutors was generally of the ”teaching” type. A study by Edwards and Metcalfe (1988) also suggests the use of uniform grading and commenting standards for students. However, their contention that counsellors are more likely to give non-teaching type comments has largely been refuted by our study of IGNOU’s programme.

94 Indeed, our study did not reveal no major differences in tutor evaluation patterns based on gender.

95 This finding is supported by the evidence, which shows that approximately 50 per cent of male and female tutors generated positive and constructive teaching comments.

96 One conclusion we can safely derive from our application of chi-square test on gender-based data, is that on all parameters of analysis related to scaling, a general degree of uniformity exists between male and female tutors. In sum, this finding indicates that there is least degree of difference between the male and female counsellors when evaluating the same “standard” assignment.

97 The study further revealed that future orientation sessions should ideally focus more on averting negative comments (i.e., null and hollow). The key to success on this front is to repeat the briefing process often. Indeed, previous experience has shown that repeating this training has reduced the incidence of non-teaching

98 comments (IGNOU, 2001). Attention should also be given to the area of scaling.

99 Indeed, our study, which reveals a general disinclination of many tutors, especially females, towards the use of scaling is a matter of concern. To address this problem, future orientation sessions may stress the positive aspects of scaling.

100 Our study has also highlighted the need for ongoing efforts to help broaden the assessment skills of tutors. This can be achieved by reinforcing tutors’ familiarity with the issue areas to which they have already been exposed. To build familiarity, Walker (1987) suggested provision of training exercises for new tutors in the form of evaluating real or simulated student assignments, which are subsequently to be evaluated by experienced tutors. The benefit of such a familiarity-building exercise would acquaint new tutors with a variety of practical techniques in student assignment assessment.

101 The test of dispersion also allowed us to arrive at some important conclusions. The fact that the majority of respondents confirmed the norm grade indicated to us that more tutors have acquired the skills to provide a “perfect” grade and therefore, this could be an offshoot of the orientation sessions. Again the tendency to weigh-in on the higher side of the norm could indicate that tutors are more willing to encourage the students by giving them a “better grade” than they deserved.” Thus the hypothesis is confirmed in that that there is a certain degree of concurrence with the norm in regards to the grading pattern of the tutors after the training.

102 Another important conclusion that emerged from this study is that the effectiveness of the orientations sessions seems to be highest in the 20 - 30 and 31 – 40 age groups. Future orientation sessions should aim at tapping the potential offered by this age segment. What is more significant, however, is the fact that with proper training, the bias of tutors can be changed from an inclination towards the use of non-teaching comments, towards an inclination in favour of using teaching comments.

103 The results of the statistical study are also

104 significant. When compared with the previous IGNOU (2001) study, the group of tutors involved in under the Karnal Regional Centre study exhibited a slightly lesser degree of variation. The coefficient of variation was least for the 51-60 age group, which suggests that with increasing experience, distance educators may adopt more rigidly-constructed paradigms that make it difficult for training programmes to introduce newer concepts into this age

105 group. The statistical analysis also revealed that the degree of consistency among male tutors (age 51-60) tends to be more than among female tutors. However, there was a high degree of uniformity of dispersion among the various comments. Ideally, there should be a preponderance of constructive and positive comments. Among the data presented so far, we can see that in the age 51-60 group, the lower coefficient of variation is due to the presence of a significant percentage of null and hollow comments corresponding to the percentage of positive and constructive comments.

106 In case of statistical data based on programmes of study, the high coefficient of variation of the tutors of the management programme is a source of satisfaction, since the slant is also in favour of teaching type comments. However, the high percentage of non-teaching comments among bachelor degree programme tutors reveals an area of concern.

107 To determine the actual retention levels of the evaluative skills taught to tutors during the orientation sessions, we suggest that this exercise be repeated periodically. To this end, we conducted a follow-up test on a random sample of 20 tutors who had taken part in the orientation sessions. The results were encouraging, as they indicated a high level of retention of the assessment skills taught to tutors. This enables us to reject the hypothesis that trainee tutors retain little of the skills acquired during training over time.

108 This finding is noteworthy; as it indicates to us that given proper face-to-face orientation, significant improvement may be observed in the quality of comments tutors provide students to assess and to help them improve their performance. It also attests the validity of conducting periodic orientation sessions to upgrade and reinforce tutors’ assessment skills.

Asian Journal of Distance Education

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Pour citer cet article

Référence électronique.

Ramesh C. Sharma et Mohana Kumar Rajesh , « Tutor-Marked Assignments: Evaluation of Monitoring in India » , Distances et médiations des savoirs [En ligne], 23 | octobre 2018, mis en ligne le 01 janvier 2018 , consulté le 25 juin 2024 . URL : http://journals.openedition.org/dms/2403 ; DOI : https://doi.org/10.4000/dms.2403

Ramesh C. Sharma

Indira Gandhi National Open University, India [email protected]

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The choice of the Asian Journal of Distance Education [Texte intégral] Paru dans Distances et médiations des savoirs , 23 | octobre 2018

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IGNOU Passing Marks 2024 for UG, PG and Diploma Courses

Updated On: February 09, 2024 03:50 pm IST

IGNOU passing marks 2024 shall vary course-wise and for assignments, theory and practicals. Find out all about IGNOU passing marks for UG, PG and Diploma courses here.

IGNOU Passing Marks 2024: UG, PG, Diploma Courses

IGNOU Passing Marks 2024 for Assignments
What is the Passing Marks in IGNOU Out of 25, …

IGNOU Grading System 2024

How to get passing marks in ignou.

IGNOU Passing Marks 2024: To successfully complete a course and get a degree from IGNOU, scoring passing marks is mandatory. The same varies from one course to another. Thus, students must understand the IGNOU qualifying marks and the evaluation process for UG, PG, Diploma, and other courses. It must also be noted that students must achieve passing marks in all components of assessment during each term of their course, which includes theory, practicals, and assignments. Let us explore more about IGNOU passing marks 2024 and the importance of meeting these requirements.

The passing marks for Indira Gandhi National Open University (IGNOU) courses vary depending on the program and the level of study. Continue reading to find IGNOU Passing marks and the evaluation process for different courses:

IGNOU Passing Marks for Undergraduate Courses

According to the curriculum, students must score at least 35 marks out of 100 in each theory paper and at least 50 out of 100 marks in each practical paper to pass the course. Additionally, students must score at least 50% of the total marks for the course to pass overall. The passing marks for undergraduate courses at IGNOU are as follows:


BA, BCom, BSc, and BTS	35% (35 out of 100, 18 out of 50)	35/100
BCA	40% (40 out of 100, 20 out of 50)	40/100
B.Ed	C Grade (50 to 59 marks)	D Grade (40% to 49%)

IGNOU Passing Marks 2024 for Postgraduate Courses

Students must score at least 40 marks out of 100 in each theory paper and at least 50 marks out of 100 in each practical paper in order to pass the course. Additionally, students must score at least 50% of the total marks for the course in order to pass overall. The passing marks for postgraduate courses at IGNOU are as follows:


MCA, MCom, MPS, MSO, MAH, and MEG	40 out of 100 and 20 out of 50	40/100
MARD	C Grade (50 to 59%)	D Grade (40 to 49%)
MBA	C Grade (50 to 59%)	D Grade (40 to 49%)

IGNOU Passing Marks 2024 for Diploma Courses

The marks for passing the IGNOU Diploma course are 40% for each subject chosen by the student at the time of admission. This means that each student must obtain a minimum of 40 marks out of 100 in both assignments and theoretical exams. In the diploma courses, tasks marked by the lecturer are carried out every semester, which have a weightage of 30% of the entire course. Also Read: Last Minute Preparation Tips for IGNOU B.Ed Entrance Exam

IGNOU Passing Marks 2024 for Assignments

IGNOU assignments contain a total of 30% of the total percentage for the entire year. Candidates enrolled in IGNOU for certificate and diploma programs must obtain the minimum qualifying mark that is set by the IGNOU officials to achieve passing marks for every course. Students must score at least 35 marks out of 100 in each assignment for undergraduate courses. For students who are enrolled in Master's courses, the minimum passing marks are 40 out of 100. Students must also know that with the theory marks at IGNOU, they must also get passing marks in Tutor Marked Assignments (TMA) for getting passing marks.

What is the Passing Marks in IGNOU Out of 25, 35, 50, 70, 75 & 100?

Since students have to participate in different types of assessment while pursuing their course at IGNOU, they ust be aware of the passing marks for each type of examination and maximum marks. Take a look at the table below to know the passing marks out of different maximum marks:


Total Marks of 25	9
Total Marks of 35	12
Total Marks of 50	18
Total Marks of 70	24
Total Marks of 75	26
Total Marks of 100	35

Students enrolled in IGNOU are required to obtain a D grade in midterms, Final, and Placement Examinations which is the minimum qualifying standard for each course. However, the student's overall average must be a grade of "C" or higher, which will guarantee their passing the semester and final semester. The table below shows the IGNOU grading system 2024:

Grades	Marks (Out of 100)
A	80 and more
B	60 to 79
C	50 to 59
D	40 to 49
E	35 to 39
F	Below 35

Below are the steps that students can follow to get passing marks in all the courses offered by IGNOU.

Understand the Course : Make sure you understand the key concepts and theories covered in the course. Students can get knowledge by reading the course materials carefully, attending coaching classes, and discussing the course material with their faculty and classmates.
Study Regularly : Don't wait until the last minute to start studying. Set aside time each week to study for your IGNOU courses.
Utilize IGNOU’s Study Center : The IGNOU study centers have resources that can help you learn the material and prepare for your exams.
Practice Regularly : The best way to pass exams is to practice questions regularly. Students can do this by solving previous year's question papers, working on sample assignments, and taking practice tests.
Complete Your Assignments : IGNOU assignments are an important part of the assessment process. By completing your assignments on time, you will be able to get feedback from your faculty and make sure to track and give your best in assignments to pass the course.
Have a Good Study Group : Studying with other students can help you to stay motivated and to learn from each other.
Online Study Material : There are several online resources available to IGNOU students, such as discussion forums, e-books, and video lectures. These resources can be very helpful for studying and preparing for exams.

Stay tuned to get more information about IGNOU passing marks and related topics. In case a student have any doubts, they can write to us on the CollegeDekho QnA Portal or dial the helpline number 1800-572-9877 where our counselors and experts will provide them with the best solutions to their problems.

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To calculate the IGNOU final marks students must add the total weighted marks for all subjects. Further, students can calculate the IGNOU final percentage by dividing the total weighted marks by the maximum possible marks (the total weighted marks of all subjects) and multiplying by 100.

Students can download the IGNOU marksheet by following the steps below:

Students must visit the official website - ignou.ac.in
On the official website they must click on ‘Results’ which can found under Students Support or on the homepage
Students must locate the section for marksheet download
Subsequently, students must download the required marksheet by provided their Program Name and Enrollment Number

No, it is not difficult to score the IGNOU passing marks if a student has prepared well for their assessment. IGNOU exams focus more on conceptual understanding and application ability than on memorization. Candidates typically must score 60-65% to pass their exams.

The IGNOU passing marks is calculated by combining the marks of all the types of assessment a student has appeared for during the entire semester. The overall passing marks is calculated using 70% of the total marks obtained in theory papers and 30% of the marks in assignments.

The IGNOU passing marks out of 100 is 35. Students must make sure they check the IGNOU passing marks for their course as it may higher than 35 or lower depending on the total marks of the assessment.

Students who wish to check their Pass or Fail status at IGNOU must follow the steps below:

Visit the official website - ignou.ac.in
Click on the link named ‘Results’
Click on the link named ‘Grade Card’ on the left side.
On the next page enter the required credentials like Program Name and Enrollment Number
The Grade Card will be displayed on the screen. Download the same for future reference.

The IGNOU passing marks for undergraduate courses is different for different types of courses. The passing marks for BA, BCom, BSc, and BTS is 35% for both theory and assignments. For BCA the passing marks is 40% for both theory and assignments. For BBA the passing marks is 50 to 59 in theory and 40%-49% in assignments.

The grade that will be provided to students scoring 35% or less in their IGNOU exam is E. The grade E means he/she has failed in the subject. Students must score above 35% to pass the assessment.

The minimum pass mark for Masters courses at IGNOU is 40 out of 100. Therefore it means to clear the course the student has to score at least 40% or above marks to pass. The passing marks for MBA and MARD theory papers are 50 to 59%.

The IGNOU passing marks is the minimum score that students must achieve in their exams or other types of assessments during the course they are pusring at IGNOU. The passing marks of IGNOU vary from course to course as every course has different passing marks.

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Bca or bcs seat available

Hello Trupti, the Radhabai Kale Mahila Mahavidyalaya Ahmednagar does offer B.Sc and BCA admissions are open. The intake capacity for B.Sc courses is 60 seats per year for B.Sc in Chemistry, Zoology, Physics, Maths and Botany. Admissions to these RKMM Ahmednagar courses is based on candidates class 12 scores.

How much fees does collage have

The college has not provided its official fee structure on the official website for the 2023 session as of now. However, you can contact the college’s helpline number or admissions department to enquire about the fee structure for your desired course. The contact details for the same are mentioned below for your convenience. Moreover, the fee structure at Shaheen College of Education varies according to the course and specialisations opted for.

Helpline number: 18001216235

Admission department: 851828351

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IGNOU Assignment Status, Marks & Result 2024 (UPDATED)

IGNOU Assignment Status, Marks, and Result 2024 – Students who are anxious to know whether their IGNOU assignments are accepted and processed or not can now check their IGNOU assignment submission status on the official portal. Here, Students will get to know about the IGNOU Assignment Status for the most recent TEE sessions June 2024 and the previous December 2023. Furthermore, The students who are preparing for TEE June 2024 must have completed and submitted their assignments as the deadline for submission is now over. Once you have submitted the assignments, you can check the assignment status from time to time to check the acceptance, approval, and evaluation of the assignments. The university provides a link on its official portal that leads to the assignment status window.

Assignments are extremely essential components in the IGNOU curriculum. It carries about 30% of the grade card weightage. So, a good score on your assignments will also ensure that you get good grades. You can fail in the assignments because of several reasons like not abiding by the assignment guidelines. Hence, you must check the guidelines carefully and then submit them to avoid consequences.

You May Also Read:

IGNOU Assignment Passing Marks 2024
IGNOU Assignment Grade 2024
IGNOU Assignment Result 2024
IGNOU Regional Centre Contact Details
IGNOU Study Centre Contact Details

IGNOU Assignment Status 2024

As we all know that the university has re-extended the last date for submission of the IGNOU Assignment for the TEE June 2024 session. Therefore, we hope that the IGNOU RCs across the country have also begun to update the IGNOU Assignment Status Online for the most recent TEE session June 2024. As of now, the students will only get to know the status of “ Received to be Processed ” as the assignment marks and results for the session June 2024 will be declared together with IGNOU TEE Result June 2024. Therefore, candidates are advised to keep checking their IGNOU Assignment status regularly to get their assignment marks and results online as soon as possible.

IGNOU assignment status and marks for TEE December 2023 are now uploaded with the TEE Result December 2023 so keep checking the assignment status regularly to get your marks. If you already submitted the IGNOU Assignment for the session December 2023 to your study centre or through online or offline mode then you don’t have to wait for more time. The link to check your assignment status and marks is now updated to confirm whether it gets updated online or not. The assignment status and marks for June & December 2023 are generally updated with the TEE Result for June & December 2023 respectively.

IGNOU Assignment Status Update Process & Time

After submission of assignments through any of the available methods, the assignments goes for an evaluation to the evaluator of the study centre or regional centre. Once the Evaluator has successfully evaluated your assignment then they will either upload your marks directly on the IGNOU Official Site or it will be sent to IGNOU Delhi for updating online and thereafter it can be seen by each student to get their report. You can get your Marks, Status, Grades, and Results of your Assignments from here. Generally, IGNOU Assignment marks updating and uploading within 40 days after submission to the concerned study or regional centre.

IGNOU Assignment Submission Status List 2024

The students of TEE June 2024, December 2023, June 2023, and December 2022 may check the status of their IGNOU Assignments from here. The submission of the IGNOU Assignment for session June 2024 was already over so candidates can now regularly check the status to get to know whether their marks are updated in the grade card or not. We also want to inform our students that the assignment marks for Dec 2023 session also get updated with the TEE Result Dec 2023 so students are advised to check their assignment marks by following the given procedure.

Furthermore, The students from June 2022, December 2021, and June 2021 session can also find their IGNOU Assignment marks and results here.


June 2024	Submission Closed
December 2023	Updated
June 2023	Updated
December 2022	Updated
June 2022	Updated
December 2021	Updated
June 2021	Updated

How to Check IGNOU Assignment Status, Marks & Result 2024?

Many of the students are getting confused about checking their assignment status & marks online after the submission of their assignments to the study centre which they prepared with their hard work. We have made the process easier for students to find their assignment status, marks & results in one place.

Step – 1 – Click on the given link to check IGNOU Assignment Status 2024.

Step – 2 – Now enter your enrollment number on the window that opens.

Step – 3 – Next, select your respective program.

Step – 4 – Click on Submit to get your assignment status.

Once you notice that the assignment status is showing ‘Received to be Processed’, you can consider that the assignments are gone for evaluation finally.

Click to Check the IGNOU Assignment Status, Marks, and Results

Note – IGNOU Assignment status may take some time to get updated online so candidates are requested to keep checking their status regularly to find their assignment marks from here. In some cases, the study centre first evaluates the assignment, after evaluation, they send the marks to the regional centre and then the concerned authority at RC uploads the marks online which definitely takes some time.

IGNOU Assignment Status Meaning

When you check through the IGNOU assignment status, you may come up with three different statuses accordingly. Here are the meanings of these statuses that you notice on the window:

Received to be Processed	This status means the portal has received the assignment successfully.
Received and in Process	According to this status, the authorities have downloaded your assignment to start the evaluation.
Check Grade Card Status for Detail	Finally, your assignments are checked and marked.

IGNOU Assignment Result and Marks 2024

The assignment status will show you when the evaluation is done. The university will start updating your marks on the grade card as soon as the evaluation of the assignments is done. So, you must check the grade card after the assignment status says you to do so.

Step – 1 – Visit the official IGNOU portal at www.ignou.ac.in and go to Student Zone.

Step – 2 – Search for Results and click on it.

Step – 3 – From the left panel, click on Grade Card.

Step – 4 – Provide your program, course, and enrolment number to search and get your grade card.

As you see your grade card, you can check whether the university has updated your assignment marks on it or not. If the search results are leading to an error, this means the university has not yet started updating the grade cards of the students for this semester.

What If IGNOU Assignment Status Is Not Updated?

Sometimes the update process of IGNOU Assignment status gets delayed for an unknown reason like the evaluation of assignments is delayed in the concerned study centre or maybe the regional centre has not uploaded your assignment marks online. Candidates can wait till the declaration of the result to get updates on their assignment but if you are not able to find your assignment status or marks even after the release of the TEE Result then you need to connect with centre where you submitted your assignments.

Also Check: IGNOU Helpline Number

In most cases, candidates have to visit their IGNOU Study Centre and complain to the coordinator of centre to get updates regarding their pending assignment marks and status. Please keep a copy of the grade card and don’t forget the receipt of the assignment that you received while submitting of assignments. Once you follow the given instructions, you will get your assignment marks updated online.

Also Read: IGNOU IGRAM – Raise a Complaint

If your issue is not resolved after many attempts of visiting or contacting your RC and SC then do raise a complaint at the IGRAM portal. The grievance team will take appropriate action on your assignment work and will revert to you with the exact solution.

IGNOU Assignment Status 2024: FAQs

Q1. Is it necessary to keep track of my IGNOU Assignment Status? Answer: Yes, it is crucial to regularly monitor your assignment status.

Q2. How much time does IGNOU take to update assignment marks? Answer: You should check your IGNOU assignment after a month to 45 days after the submission of the assignments.

Q3. How can I check my IGNOU Assignment Submission Status? Answer: Candidates can check their IGNOU Assignment Status online through their enrollment number and program code.

Q4. Where can I check my assignment status in IGNOU? Answer: You can check the IGNOU assignment status through the link https://isms.ignou.ac.in/changeadmdata/StatusAssignment.asp .

Q5. What do received and in the process mean? Answer: Received means the university has accepted and approved the assignment while ‘in process’ means the assignment is being evaluated.

Q6. Why is IGNOU not showing assignment status? Answer: If the window is not showing the status, you might not have submitted the assignment according to the guidelines, or the status is yet to be updated by the respective study or regional centre.

Q7. Whom should I contact regarding an incomplete Assignment Status or Result? Answer: Reach out to the Study Centre or Regional Centre where you submitted your assignments for assistance.

758 thoughts on “IGNOU Assignment Status, Marks & Result 2024 (UPDATED)”

plz, issue my mark sheet & result….

sir mara assignment ka no. show nahin ho rha hai 2023 ko 31 March ko submit krbai thi

Dear sir/madam

After multiple reminders, my makrs not updated in grade card and not showing in result sheet, and also not updated assignment marks for this subject, It’s always showing not opted, but it’s not my fault, I opted this subject and also written examination, but due to some technical issues, marks not uploaded,

It my humble request to you, please update my makrs in grade card and result sheet, both, written exam marks and assignment marks. For the subject of MECE001

Please please update it, I worried about my course completion.

Thanks & Regards Sanjeev Kumar COURSE -MEC Enrollment no: 2200487857

Hello sir…Mera name Manisha kumari h……Maise apna assistant apne IGNOU Study centre 05172 … Date 03/10/2023 ko subject BHIC 105 ka assignment jama ki thi or thik do din yani 5/10/2023 ko BANS 184 ko speed post ke dwara Patna IGNOU branch mithapur me bheji thi……

Apse Nivedan h ki Mera dono subject ka assignment number apdate karne ki kirpa kar….

Name Manisha kumari subject…BANS 184 BHIC 105 Enrollment number 2201529005.

bfdi073 not completed ho rha hai sir carde Card mai …exam or assinmat dono mai pass hu…fir bhe

sir main b.a 3th part ka students hu mera name pooja kumari haï exam from nhi dalaya q

Mera roll no 2252162862 hai dec 2023 ke assignment marks abhi tak update nahi hue🥺 kab tak update honge please answer me 🙏.

i am not getting results of my last examination result and assignment result.

please guide.

Mera roll number 2005072840 ha.main bag ki Student hun.mera bag Ka final grade card me mere ek Subject bfdi 073 Ka assignment not completed dikha rha h.jbki mere assignment me 50 me 30 marks han

Mera bhi yhi Hal h

why my assignment results not declared yet

Sir,may I clear a doubt, My enrolment no 2302010240, Geetha pallipravan. January 2023 session meg result has come. But l didn’t get Assignment marks. Is it published or yet to be published? My Rc is vadakara and study center Nirmalagiri College, Kuthuparamba. waiting for your reply.

Dear Respected Sir/Madam, I would like to inform you regarding my assignments , my 9 assignment papers has Not been update , kindly try to update my 9 papers assignment .Iam a ignou student Of English honours , Programme BAEGH , my study centre code is GarobadhaSt.Dominic Savio Mission ignou , I was submitted assignments on 18/1/2024 my enrollment number is 2005219340 , Regional centre NEHU Shillong Lemshing Mawkynrah pin code 793022

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Tutor Mark Assignment & Status

Tutor Mark Assignment

Status of TMA

Secondary of Previous Year
Sr. Secondary of Previous Year

Schedule of Submission of TMA for the session 2019-20

For april/may & oct/nov .

TMA - By Learners to Study centres - 31st January
TMA - Feedback by the Subject Teacher to the Learner - 15th February

For October/November Exam

TMA - By Learners to Study centres - 31st July
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Instructions

Secondary assignments - 2019-20.

Assignment of all the Subject of Secondary (1240 KB)
Assignment of the Tamil language Subject (237)
Assignment of the Kannada language Subject (208)
Assignment of the Marathi language Subject (204)
Assignment of the Gujarati language Subject (207)
Assignment of the Bengali language Subject (203)
Assignment of the ASSAMESE language Subject (228)
Assignment of the Telugu language Subject (205)
Assignment of the Sindhi language Subject (238)
Assignment of the Nepali Language Subject(231)
Assignment of the Punjabi Language Subject (210)
Assignment of the Odia Language Subject (233)
Assignment of the Malayalam Subject (232)
Assignment of the Arabic Subject (235)
Assignment of the Persion Subject (236)

Secondary Assignments in Regional Medium - 2019-20

Assignment of all the Subject in Telugu Medium
Assignment of Telugu medium (subject Code-211,216,222)
Assignment of all the Subject in Tamil Medium
Assignment of all the Subject in Odia Medium
Assignment of all the Subject in Marathi Medium
Assignment of all the Subject in Malayalam Medium

Senior Secondary Assignments - 2019-20

Assignment of all the Subject of Sr. Secondary (1240 KB)
Assignment of the Tamil language Subject (304)
Assignment of the Gujarati language Subject (307)
Assignment of the Bengali language Subject (303)
Assignment of the Malayalam language Subject (343)
Assignment of the Odia language subject(305)
Assignment of the Punjabi language subject (310)

Senior Secondary in Regional Medium 2019-20

Assignment of all the Subject in Bengali Medium

Secondary Assignments - 2018-19

Assignment of the Nepali language Subject (231) - 2018-19
Assignment of the Odia language Subject (233) - 2018-19
Assignment of the Assames language Subject (228) - 2018-19
Assignment of the Tamil language Subject (237) - 2018-19
Assignment of the Gujarati language Subject (207) - 2018-19
Assignment of the Malayalam language Subject (232) -2018-19
Assignment of the Telgu language Subject (205) -2018-19
Assignment of the Punjabi language Subject (210) -2018-19
Assignment of the Kannada language Subject (208) -2018-19
Assignment of the Bengali language Subject (203) -2018-19
Assignment of the Marathi language Subject (204) - 2018-19

Secondary Assignments in Regional Medium - 2018-19

Assignment of all the Subject in Gujarati Medium - 2018-19
Assignment of all the Subject in Urdu Medium - 2018-19
Assignment of all the Subject in Odia Medium - 2018-19
Assignment of all the Subject in Marathi Medium - 2018-19
Assignment of all the Subject in Malayalam Medium - 2018-19
Assignment of all the Subject in Tamil Medium - 2018-19
Assignment of all the Subject in Telgu Medium - 2018-19

Senior Secondary Assignments - 2018-19

Assignment of the Odia language Subject (305) - 2018-19
Assignment of the Tamil language Subject (304) - 2018-19
Assignment of the Gujarati language Subject (307) - 2018-19
Assignment of the Punjabi language Subject (310) - 2018-19
Assignment of the Bengali language Subject (303) - 2018-19

Senior Secondary Assignments in Regional Medium - 2018-19

Assignment of subject code 314,315,333,339 in Bengali Medium - 2018-19
Assignment of all the subject in Urdu Medium 2018-19
Assignment of all the Subject in Odia Medium 2018-19

Secondary Assignments - 2017-18

Senior Secondary Assignments - 2017-18

Secondary Assignments in Regional Medium - 2017-18

Assignment of all the Subject in Odia Medium

Secondary Assignments in Regional language - 2017-18

Sr. Secondary Assignments in Regional Medium - 2017-18

Sr. Secondary Assignments in Regional language - 2017-18

Secondary Assignments

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Senior Secondary Assignments

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Tutor Mark Assignment (TMA), Schedule of Submission for the session 2022-23

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Wednesday 7 December 2016

Annamalai university solved assignments nios, ignou, annamalai university for class 10th, 12th, m.com, mba for year 2015-2016 @9643289714,9990177029.

Annamalai university solved assignments NIOS, IGNOU, ANNAMALAI UNIVERSITY For Class 10 th , 12th, M.com, MBA For Year 2015-2016 @9643289714,9990177029

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Activities. Tutor Marked Assignments (TMA) are to be sent to the concerned study centre. Students are advised to ensure collection of evaluated assignments along with assessment sheet (Evaluator Comment Sheet) from the study centre. The students are also advised to keep a copy of the assignments they submit in the Study Centre.
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This document contains a cover page for submitting a tutor marked assignment for an IGNOU course. It includes fields for the student's name, roll number, course code, assignment code, study center code, and date of submission. Below is a section for the evaluator to provide marks obtained for each question, total marks, name and signature. The bottom contains a receipt acknowledgement for the ...
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IGNOU Assignment Cover Page & Front Page Guide - Before writing and preparing your assignments, candidates who belong to any academic program of IGNOU have to read every point of assignments carefully which is given in the section. It is necessary for candidates to follow each point so that their assignments can be approved without any issues and you will get a reward for your hard work on ...
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You will have to do One assignment in each of the courses, i.e., MTTM-1 to 8 and TS-1, 2, 3 and 6. Only Category II students should attempt assignments of TS-1, 2, 3 and 6. All these are Tutor Marked Assignments (TMAs). Before attempting the assignments please read the instructions provided in the MTTM Programme Guide.
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IGNOU
The channels has been stared with an aim to initiate new ways of learning by educating students with better and improved methods of curriculum. The Indira Gandhi National Open University (IGNOU), established by an Act of Parliament in 1985, has continuously striven to build an inclusive knowledge society through inclusive education.
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Tutor-marked assignments (TMA) play a critical role in the IGNOU grading system as they represent 30% of the overall annual percentage. Scoring adequately in TMAs is essential for passing the course. Bachelor students must score at least 35 out of 100, while master students need to score 40 out of 100 for each TMA.
IGNOU Passing Marks 2024 for UG, PG and Diploma Courses
The marks for passing the IGNOU Diploma course are 40% for each subject chosen by the student at the time of admission. This means that each student must obtain a minimum of 40 marks out of 100 in both assignments and theoretical exams. In the diploma courses, tasks marked by the lecturer are carried out every semester, which have a weightage ...
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The document contains 5 sections of an IGNOU Tutor Marked Assignment for Masters of Arts (Economics) submitted by Shivali. It lists her enrollment number, name, address, and signature. It provides details of the program code, subject title, assignment code, and study center for the subjects of Microeconomic Analysis, Macroeconomic Analysis, Quantitative Methods, Economics of Growth and ...
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IGNOU Assignment Result and Marks 2024. The assignment status will show you when the evaluation is done. The university will start updating your marks on the grade card as soon as the evaluation of the assignments is done. So, you must check the grade card after the assignment status says you to do so. Step - 1 - Visit the official IGNOU ...
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Tutor Marked Assignments (TMAs) play a significant role in enhancing a student's learning skills and helping them become a meritorious learner.NIOS has developed several means and strategies to aid learners in acquiring knowledge easily and being successful.TMA is one of the essential tools that help in the learning process through Open and Distance Learning (ODL) System.
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Tutor Mark Assignment (TMA), Schedule of Submission for the session
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Tutor-Marked Assignments: Evaluation of Monitoring in India

Texte intégral

2. Evaluation of Assignments

3. Tutor’s Comments on Assignments

4. A Previous IGNOU Study of Tutor Comments

5. Objectives of the Current study

Sampling Technique

Data Collection Tools

Rationale for Selecting a Particular Assignment for this Study

6. Findings

Nature of Comments

Scaling Pattern

Chi-Square Test on the Extent of Resemblance in Scaling pattern

Conceptual Clarity

Clarity of Expression

7. Discussion

Analysis of Comments as Based on Age Demographic Factor

Analysis of Comments as Based on Programmes of Study

Award of Grades

Perfection in Grading

Results of the standard deviation Test

Variation by Age

Degree of Variation in Grading Patterns on the Basis of Gender

Degree of Variation of Tutor Comments Across Programmes of Study

Retention of the Concepts

8. Conclusions

Bibliographie

Table des illustrations

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Ramesh C. Sharma

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Mohana Kumar Rajesh

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