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IGNOU Assignment Guidelines 2023-24

Submitting assignments is a critical aspect of your studies at IGNOU (Indira Gandhi National Open University), and adhering to the correct guidelines is essential to facilitate a hassle-free evaluation process. This article provides a comprehensive guide on the proper procedure for submitting IGNOU assignments specifically tailored to students. Whether you’re a newcomer or an experienced learner, following these IGNOU assignment guidelines will enhance the efficiency of the assignment submission and evaluation process.

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Guidelines for Submitting IGNOU Assignments

• Preparing the Front Page

The first step in submitting an assignment at IGNOU is to create a well-structured front page. This is the document that introduces your assignment and provides vital information to your instructors. It should contain the following details:

• Enrollment Number
• Course Title
• Assignment Number
• Date of Submission/Posting

Ensuring that all these details are accurate and complete is crucial for proper identification and assessment of your work.

• Use A4 Size Paper

Ensure that your response is neatly organized on A4 size paper. This standard paper size not only provides ample space for your answers but also aligns with the formatting requirements of IGNOU.

• Leave Margins

Leaving a 1-1½ inch margin on the left side of the paper is essential. This space allows instructors to add comments and feedback, ensuring that your assignment is evaluated effectively.

• Maintain Adequate Spacing

To enhance readability, leave at least four lines of space between each answer. This practice helps instructors easily distinguish between different sections of your assignment.

• Separate Assignments

At IGNOU, each assignment should be submitted separately. This separation streamlines the evaluation process and ensures that each assignment receives the attention it deserves.

• Handwriting Matters

It’s crucial to write your assignments in your own handwriting. This practice not only showcases your personal commitment but also helps distinguish your work from others’.

• Use Your Own Words

When answering questions, always use your own words. Avoid copying directly from the course materials or other sources. Being precise in your responses is key to conveying your understanding effectively.

• Say No to Copying

Plagiarism is a serious offense in academics. Never copy from another student, as it can lead to returned assignments or reduced marks. Maintain the integrity of your work.

• Add Your Signature

A personal touch to your assignment is adding your signature at the end. This serves as confirmation that the work is your own and authenticates your submission.

• Keep a Copy

Always retain a copy of your assignment for your records. This precautionary measure ensures that you have a backup in case the original gets misplaced.

• Acknowledgment Form

Ensure that you attach the acknowledgment form provided by IGNOU along with your assignment. This is a critical document that signifies the submission of your assignment.

• Adhere to Submission Dates

Respect the submission date indicated in your IGNOU assignment. Late submissions might not be accepted, and it could adversely affect your grades.

• Collect Evaluated Assignments

In case you do not receive your evaluated assignment within a month of submission, make arrangements to collect it personally from the IGNOU study center. This step ensures that you can review the feedback provided by your instructor.

• Change in Program Study Center

If you have requested a change in the program study center at IGNOU, continue submitting your assignment to your original center until the change is officially processed.

Properly submitting assignments is a fundamental aspect of your studies at IGNOU. These IGNOU assignment guidelines 2023-24 are designed to streamline the submission process, making it efficient for both students and instructors. By following these steps, you can ensure that your assignments are evaluated accurately and that you receive the credit you deserve for your hard work and dedication in your IGNOU courses.

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IGNOU course evaluation and grading system explained

Indira Gandhi National Open University (IGNOU) is an open university system that provides distance learning opportunities to students all over India. As an institution of higher education, IGNOU allows students to pursue their academic goals and professional aspirations without compromising their current lifestyles. However, the course evaluation and grading system at IGNOU can be quite confusing for students who are new to the university. In this blog post, we aim to clear up any confusion surrounding the IGNOU course evaluation and grading system. We’ll provide you with a comprehensive guide to understanding the grading system, including the different types of evaluations and grades, the weightage given to each evaluation, and what each grade means. By the end of this post, you will have a clear understanding of how your work is evaluated and graded at IGNOU, and you’ll be better equipped to succeed in your academic pursuits.

• 1.1 2. Understanding the credit system and course structure
• 1.2 3. The importance of continuous evaluation in IGNOU
• 1.3 4. Different components of course evaluation: assignments, practicals, theory exams, etc.
• 1.4 5. Grading system in IGNOU: understanding the grading scale and grade points
• 1.5 6. Calculation of final grades and grade points
• 1.6 7. How to interpret your IGNOU grade card
• 1.7 8. Common misconceptions and FAQs about IGNOU evaluation and grading
• 1.8.1 10. Conclusion and final thoughts on the IGNOU evaluation and grading system

1. Introduction to IGNOU and its evaluation system

IGNOU, short for Indira Gandhi National Open University, is a renowned distance learning institution in India that has been providing quality education to millions of students since its establishment in 1985. It offers a wide range of courses across various disciplines, making education accessible to individuals who are unable to pursue traditional on-campus education.

One aspect that sets IGNOU apart is its unique evaluation and grading system. Understanding this system is crucial for students enrolled in IGNOU courses, as it plays a significant role in determining their academic progress and overall performance.

At IGNOU, the evaluation process is designed to assess the knowledge and skills acquired by students throughout their study period. It consists of various components, including assignments, term-end examinations, practicals (if applicable), and project work (for certain courses).

Assignments form a fundamental part of the evaluation system, as they provide an opportunity for students to demonstrate their understanding of the course material. These assignments are submitted by students at specified intervals and are evaluated by their respective course coordinators.

Term-end examinations, conducted at the end of each semester or year, assess students’ comprehensive knowledge of the course. These examinations are held at designated centres across the country, allowing students to showcase their learning on a standardised platform.

Additionally, practical examinations are conducted for courses that require hands-on skills, such as science, technology, or vocational programs. These practical assessments are aimed at evaluating students’ practical application of theoretical concepts.

Furthermore, certain courses at IGNOU involve project work, which allows students to delve deeper into a specific topic related to their field of study. The project work is evaluated by project guides and external examiners, considering factors such as research methodology, presentation, and overall content.

To ensure fairness and transparency in the evaluation process, IGNOU follows a credit system. Each course is assigned a specific number of credits based on its complexity and duration. Students are awarded credits upon successful completion of the course components, and these credits contribute to their overall grade point average (GPA).

The grading system at IGNOU follows a 10-point scale, with each grade corresponding to a specific range of marks. The grading scheme is as follows: A (80-100), B (60-79), C (50-59), D (40-49), and E (below 40). Additionally, an ‘Incomplete’ grade (I) is given to students who have not completed the course requirements within the specified timeframe.

2. Understanding the credit system and course structure

Understanding the credit system and course structure is essential to navigate the evaluation and grading system at IGNOU effectively. 

At IGNOU, courses are structured based on a credit system. Each course is assigned a certain number of credits, which indicate the academic workload required to complete the course. These credits are further divided into theory and practical components, depending on the nature of the course.

The credit system allows students to have flexibility in choosing their courses and managing their study load. Students can accumulate credits over multiple semesters to complete their degree or diploma requirements. It also provides an opportunity for students to pursue their education at their own pace, allowing them to balance their studies with other commitments.

To complete a course successfully, students must earn the minimum number of credits assigned to that course. This typically involves attending lectures, submitting assignments, participating in practical sessions, and appearing for examinations or evaluations.

The evaluation system at IGNOU comprises various components, such as assignments, term-end examinations, practicals, projects, and viva voce. The weightage assigned to each component may vary depending on the course. It is essential to understand the evaluation criteria for each course to plan your studies effectively and maximise your performance.

Grading at IGNOU is done on a letter-grade scale. The letter grades range from A to E, with A being the highest and E being the lowest. The grade points associated with each letter grade determine the overall grade point average (GPA) for a student. The GPA is an indicator of a student’s academic performance and is calculated based on the credits earned and the corresponding grade points.

It is important to note that IGNOU also follows a credit transfer policy. If a student has completed courses from other recognized institutions, they may be eligible for credit transfer, allowing them to exempt certain courses or earn credits towards their IGNOU program.

Understanding the credit system and course structure at IGNOU is vital for students to plan their studies effectively, meet the credit requirements, and achieve their academic goals. By familiarising themselves with this system, students can navigate the evaluation and grading process with confidence and make the most of their educational journey at IGNOU.

3. The importance of continuous evaluation in IGNOU

Continuous evaluation plays a crucial role in the evaluation and grading system of IGNOU. Unlike traditional universities, where exams at the end of the semester determine the final grades, IGNOU follows a more comprehensive and holistic approach.

Continuous evaluation allows students to showcase their knowledge and skills consistently throughout the course duration. It ensures that students actively engage in the learning process, rather than relying solely on exam performance. This approach promotes a deeper understanding of the subject matter and encourages students to develop critical thinking and problem-solving abilities.

The continuous evaluation system in IGNOU typically comprises various components, such as assignments, practicals, projects, presentations, and participation in discussions. These assessments are designed to assess different aspects of the course, including theoretical knowledge, practical application, research skills, and communication abilities. By evaluating students through multiple methods, IGNOU aims to provide a comprehensive evaluation of their overall performance.

One of the key advantages of continuous evaluation is that it offers students the opportunity to improve their grades over time. Since the evaluation is not solely based on one high-pressure examination, students have the chance to learn from their mistakes, seek feedback, and make necessary improvements. This approach fosters a growth mindset and encourages a deeper level of engagement with the course material.

Moreover, continuous evaluation helps in reducing the burden of a single exam determining the fate of a student’s overall grade. It provides a fair and more accurate representation of a student’s capabilities, as it takes into account their consistent efforts and progress throughout the course.

4. Different components of course evaluation: assignments, practicals, theory exams, etc.

When it comes to evaluating courses in the Indira Gandhi National Open University (IGNOU), there are various components that contribute to the overall evaluation. Understanding these components is crucial for students to grasp the evaluation and grading system more effectively.

One of the key components of course evaluation in IGNOU is assignments. Assignments are designed to assess students’ understanding and application of the course material. These assignments can be in the form of written tasks, projects, or practical exercises, depending on the nature of the course. They provide an opportunity for students to showcase their knowledge and skills while demonstrating their ability to meet the learning objectives.

Practicals also play a significant role in course evaluation. In courses that involve practical skills, such as science experiments, computer programming, or fieldwork, practical assessments are conducted to gauge students’ hands-on proficiency. These assessments often involve performing specific tasks or experiments and presenting the results.

Theory exams are another vital component. They are conducted at the end of the course and assess students’ theoretical understanding of the subject matter. These exams usually consist of multiple-choice questions, short-answer questions, or essay-type questions, depending on the course requirements. Theory exams test students’ ability to recall information, analyse concepts, and apply their knowledge to different scenarios.

Apart from assignments, practicals, and theory exams, there may be additional components involved in course evaluation, such as projects, presentations, viva voce, or fieldwork reports. The weightage assigned to each component varies from course to course, and it is essential for students to be aware of these weightages to prioritise their efforts accordingly.

Understanding the different components of course evaluation in IGNOU enables students to focus on specific areas, allocate their time effectively, and prepare adequately for each assessment. By mastering the requirements of the evaluation components, students can maximise their chances of achieving favourable grades and successfully completing their courses.

5. Grading system in IGNOU: understanding the grading scale and grade points

Understanding the grading system in IGNOU is crucial for students to assess their performance accurately. IGNOU follows a unique grading scale that differs from the conventional percentage-based system. By comprehending this grading scale and grade points, students can evaluate their academic progress effectively.

The grading scale in IGNOU ranges from A to E, with each grade carrying a specific grade point. Let’s delve into the details of each grade and its corresponding grade point:

• Grade A: Excellent Performance (80% and above) – This grade indicates exceptional performance and carries a grade point of 5.
• Grade B: Very Good Performance (60% to 79%) – A grade of B reflects a commendable performance and corresponds to a grade point of 4.
• Grade C: Good Performance (50% to 59%) – Students achieving a grade of C are considered to have performed well and are awarded a grade point of 3.
• Grade D: Average Performance (40% to 49%) – This grade signifies an average performance and is assigned a grade point of 2.
• Grade E: Unsatisfactory Performance (below 40%) – Students who score below 40% receive an unsatisfactory grade of E, which carries a grade point of 1.

It’s important to note that IGNOU also uses the S (Satisfactory) and F (Fail) grades for non-credit courses. The S grade indicates satisfactory completion of the course, while the F grade suggests failure.

Understanding the grade points is equally significant as they play a crucial role in calculating the Cumulative Grade Point Average (CGPA). The CGPA represents the overall performance of a student throughout their academic journey. To calculate the CGPA, the grade points earned in each course are multiplied by the respective course credits, and the sum is divided by the total credits attempted.

By familiarising themselves with the grading system and grade points in IGNOU, students can assess their academic achievements accurately and work towards improving their performance. This knowledge also helps in setting realistic goals and understanding the significance of each grade in their academic journey.

6. Calculation of final grades and grade points

The calculation of final grades and grade points in the IGNOU course evaluation system follows a specific methodology. Understanding this process is crucial for students to have a clear understanding of their academic performance.

IGNOU employs a credit-based system, where each course is assigned a certain number of credits. These credits reflect the weightage of a particular course in the overall evaluation. The final grade is determined by considering both the marks obtained in assignments, term-end examinations, and the corresponding credit weightage.

To calculate the final grade for a course, the weighted average of the assignment marks and term-end examination marks is taken. The weightage of assignments and term-end examinations may vary for different courses. Typically, the assignments carry a weightage of 30% to 40%, while the term-end examination contributes 60% to 70% towards the final grade.

After calculating the weighted average, the corresponding grade is assigned based on the student’s performance. The grading system used by IGNOU is as follows:

– A: Excellent (80% and above)

– B: Very Good (60% to 79%)

– C: Good (50% to 59%)

– D: Satisfactory (40% to 49%)

– E: Unsatisfactory (below 40%)

– S: Satisfactory (for non-credit courses)

– X: Ungraded (result awaited)

Each grade is associated with a specific grade point. The grade point scale used by IGNOU is as follows:

– S: Satisfactory (non-credit courses)

To calculate the grade point average (GPA) for a semester or a year, the grade points earned in each course are multiplied by the corresponding credit weightage. The sum of these weighted grade points is divided by the total number of credits to obtain the GPA.

Understanding the calculation of final grades and grade points allows students to assess their academic progress and make informed decisions regarding their studies. It is essential to keep track of the evaluation system and strive for consistent performance to achieve desired grades and successfully complete the IGNOU courses.

7. How to interpret your IGNOU grade card

Interpreting your IGNOU grade card can sometimes be confusing, especially for new students who are not familiar with the evaluation and grading system. Understanding your grade card is essential to assess your academic progress and determine your overall performance in the course.

Firstly, let’s discuss the grading system used by IGNOU. The university follows a 10-point grading scale, with each grade representing a specific level of performance. The grades range from A to E, with A being the highest and E being the lowest.

To interpret your grade card, you need to focus on a few key elements:

• Course Code and Title: Each course you have completed will have a unique code and title mentioned on your grade card. This helps you identify the specific courses and their corresponding grades.
• Credit Points: Every course carries a certain number of credit points, which indicate the weightage or importance of the course. The credit points are allocated based on factors like the course duration, complexity, and workload.
• Theory and Practical Marks: Your grade card will display the marks you have obtained in both theory and practical components of each course. These marks contribute to your overall performance and determine your final grade.
• Grade: The most crucial aspect of your grade card is the grade assigned to each course. The grade reflects your performance and understanding of the subject matter. As mentioned earlier, the grades range from A to E, with A indicating excellent performance and E indicating a fail grade.
• Grade Points: Each grade is associated with a specific grade point, ranging from 10 to 4. Grade points are important as they are used to calculate your Cumulative Grade Point Average (CGPA) and Overall Performance Index (OPI). These metrics provide a comprehensive overview of your academic performance throughout your IGNOU journey.

It’s important to note that IGNOU also provides a detailed grade conversion chart, which helps you understand the equivalent percentage ranges for each grade. This can be useful for comparing your performance with traditional percentage-based grading systems.

By understanding how to interpret your IGNOU grade card, you can gauge your progress, identify areas for improvement, and set goals for future semesters. Regularly reviewing your grade card can help you stay motivated and track your academic achievements effectively.

8. Common misconceptions and FAQs about IGNOU evaluation and grading

When it comes to the IGNOU evaluation and grading system, there are often common misconceptions and frequently asked questions. In this section, we aim to demystify these misconceptions and provide clarity on some of the most commonly raised queries.

One common misconception is that the IGNOU grading system is too complex to understand. While it may seem intricate at first, familiarising yourself with the grading scheme can make it much more comprehensible. IGNOU follows a credit-based system where each course carries a certain number of credits. The final grading is determined by considering the course credits, marks obtained, and the corresponding grade points. By understanding these components, you can gain a clearer picture of how your performance is evaluated.

Another frequently asked question is whether IGNOU follows a relative grading system. It is important to note that IGNOU employs an absolute grading system, where the performance of individual students is assessed based on their own merits. The grading is not influenced by the performance of other students in the same course. This ensures a fair and unbiased evaluation process.

Many students also wonder about the passing criteria for IGNOU courses. The minimum passing marks for theory courses is 40 out of 100, and for practical courses, it is 50 out of 100. Additionally, students must obtain a minimum of 40% marks in the assignments to pass a course. Understanding these criteria can help students set realistic goals and work towards achieving them.

Lastly, there is often confusion regarding the calculation of the overall grade point average (OGPA) and cumulative grade point average (CGPA). The OGPA represents the average of grade points obtained in all completed courses, while the CGPA is an average of grade points obtained in a specified number of courses in a particular semester or academic year. By calculating and monitoring these averages, students can track their progress and evaluate their academic performance.

By addressing these common misconceptions and answering frequently asked questions, we hope to provide clarity and ease any concerns students may have about the IGNOU evaluation and grading system. Understanding the intricacies of this system can empower students to navigate their academic journey with confidence and make informed choices to excel in their studies.

9. Tips for success in IGNOU evaluations

To succeed in IGNOU evaluations, it is crucial to understand the system and prepare effectively. Here are some valuable tips to help you excel in your assessments.

• Thoroughly understand the evaluation criteria: Familiarise yourself with the evaluation criteria provided by IGNOU. Pay attention to the marking scheme, weightage of different components, and the required format for submissions. This will give you a clear understanding of what the evaluators expect from your work.
• Plan your study schedule: IGNOU courses often have a vast syllabus, and effective time management is key. Create a study schedule that allows you to cover the course material in a structured manner. Allocate sufficient time for revision and practice, ensuring you have a comprehensive grasp of the subject matter.
• Engage with study materials: IGNOU provides study materials for each course, including textbooks, audio-visual content, and online resources. Make the most of these materials by thoroughly reading, watching, and engaging with them. Take notes, highlight important points, and attempt practice questions to reinforce your learning.
• Seek clarification: If you have any doubts or need clarification on course content, don’t hesitate to reach out to your course coordinator or fellow students. Utilise online discussion forums or join study groups to interact with peers and exchange knowledge. Clearing your doubts will enhance your understanding and ultimately improve your performance in evaluations.
• Practise past question papers: IGNOU often releases previous years’ question papers, which can serve as valuable practice material. Solve these papers under exam-like conditions to familiarise yourself with the question format, time constraints, and marking patterns. This will help you identify areas that require more attention and refine your exam-taking skills.
• Review assignments before submission: Assignments contribute significantly to your final grades in IGNOU. Before submitting your assignments, thoroughly review them for errors, coherence, and adherence to guidelines. Proofread your work, check for grammatical mistakes, and ensure your answers address the assignment questions accurately.
• Time management during exams: During examinations, time management is crucial. Familiarise yourself with the exam pattern and allocate time for each section accordingly. Prioritise questions based on their weightage and tackle them strategically. Keep an eye on the clock to ensure you have sufficient time to attempt all questions.
• Stay organised and avoid procrastination: Maintaining a systematic approach throughout your IGNOU journey is vital. Keep track of important deadlines, submission dates, and exam schedules. Avoid procrastination by breaking down your study tasks into smaller, manageable chunks. By staying organised, you can effectively manage your time and reduce stress.

By following these tips, you can navigate the IGNOU evaluation and grading system with confidence. Remember to stay focused, dedicated, and seek help whenever needed. With thorough preparation and a proactive mindset, you can achieve success in your IGNOU evaluations and excel in your academic journey.

10. Conclusion and final thoughts on the IGNOU evaluation and grading system

In conclusion, the IGNOU evaluation and grading system can appear complex and overwhelming at first, but with a little understanding and guidance, it becomes much clearer. By demystifying the process, we hope to have provided you with a comprehensive overview of how your courses are evaluated and graded at IGNOU.

It is important to remember that the evaluation and grading system at IGNOU is designed to be fair and transparent, ensuring that students are assessed based on their knowledge and understanding of the course material. The system takes into consideration various factors such as assignments, practicals, term-end exams, and project work to provide a holistic assessment of a student’s performance.

While the grading system may differ from traditional percentage-based systems, it offers its own advantages in terms of flexibility and a comprehensive understanding of a student’s performance. It allows for a more detailed assessment of individual strengths and weaknesses and encourages continuous learning and improvement.

Good luck with your studies!

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How to Apply for Revaluation at IGNOU: Direct Link, Fees

• Updated on  
• Feb 13, 2024

Hey, Students! Please welcome Professor Owl 🦉. He will be telling us today about IGNOU Revaluation Since owls are very wise, Hopefully, He’ll be of help to you! If you scroll further down this blog, you’ll see all the information you will need!

Sometimes students may not be satisfied with their results and want to apply for revaluation IGNOU Revaluation is a process that allows students to apply for a review of their answer scripts in case they feel that their marks are not up to the mark. This blog article will discuss the IGNOU revaluation process, including the direct link, how to apply, and revaluation fees.

Table of Contents

• 1 🔗 IGNOU Revaluation 2024 Direct Link 
• 2 How to Apply for IGNOU Revaluation?
• 3.1 💰 Revaluation Fees 2024

🔗 IGNOU Revaluation 2024 Direct Link 

Students who want to apply for revaluation, need to visit the official portal of the Indira Gandhi National Open University. To help you better, we have mentioned a direct link that will navigate you to the portal where you can apply for IGNOU Revaluation.

🌎 Direct Link for IGNOU Revaluation – ( Direct Link )

How to Apply for IGNOU Revaluation?

The process of applying for IGNOU revaluation is simply straightforward and can be done online with the following steps:

• Step 1: Visit the official website of IGNOU.
• Step 2: Click on the ‘Student Zone’ tab and select the ‘Revaluation’ option.
• Step 3: Fill in the required details such as enrollment number, program code, and course code.
• Step 4: Upload a scanned copy of the mark sheet and click on the save button. 
• Step 5: Pay the revaluation fee online using a credit/debit card or net banking.

Also Read: How to Write IGNOU Assignment ?

✍️ IGNOU Revaluation and Copy of Answer Script Fees 2024

Before applying for a revaluation or a copy of the answer script, students need to pay a certain amount as an application fee. It is important to note that the revaluation fee is non-refundable, and students should apply for revaluation only if they are confident that their answer scripts have been evaluated incorrectly.

Also Read: Best Certificate Courses in IGNOU: Admission, Fees 2023

💰 Revaluation Fees 2024

The revaluation fee for each course under the IGNOU June/December TEE 2024 is as follows:

• Revaluation Fees: INR 750 per subject

Students can pay the application fee online using the following mode of payment:

Also Read: Value Education Program by IGNOU

Indira Gandhi National Open University (IGNOU) is one of the most sought-after universities, offering a wide range of undergraduate and postgraduate courses to students across India and abroad. The university provides a distance learning platform for students, making it accessible to people from all walks of life. 

“Kiddos, I’ve answered all your queries with the utmost precision that I was capable of. Now, I’ll be taking my leave, but if you think I might have missed something, do check out the FAQ section or drop a comment. I always respond!”

Students have to apply for re-valuation in IGNOU within a time duration of 1 month from the date of result declaration. 

There may be or maybe not be any benefit in applying for revolution in IGNOU, as the chances of an increase in the marks are dependent on the accuracy of the answers. 

Students need to pay an amount of INR 750 as the IGNOU Re-valuation 2024 fee via online payment mode. 

Related Blogs

This was all about the IGNOU Re-valuation. For more such informative blogs, check out our  IGNOU Admission & Student Help Centre Page , or you can learn more about us by visiting our Indian University  page.

Harshita is a creative writer cum literature enthusiast in pursuit to extend her learnings of overseas and Indian education sectors to the masses, through her well-curated articles. You may also find her emerging in prose writing or reading Toni Morrison when not writing stuff related to education.

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Distances et médiations des savoirs

Distance and Mediation of Knowledge

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

http://www.AsianJDE.org

© 2007 The Asian Society of Open and Distance Education ISSN 1347-9008 Asian J D E 2007 vol 5, no 3, pp 10 - 27

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

For copyright / reproducing permission details, email: [email protected]

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Bulkeley, R. (1981). ‘Silk purse of sow’s ear in the 1980s’, Teaching at a Distance, No. 19, pp. 2-4

Cole, S., Coats, M. & Lentell, H. (1986). Towards good teaching by correspondence, Open Learning, 1(1), pp. 16-22

Cole, S., Coats, M., & Lentell, H. (1987). Towards a new emphasis in monitoring, Open Learning, 2 (3), pp. 13-18

Edwards, D. & Metcalfe, J. (1988). More than merely monitoring, Open Learning, 3 (2), pp. 17-22

Evans, T. (1984). Communicating with students by audiotape, Teaching at a Distance, 2 (3), pp. 108-110

Faculty of Education McGill University (1998), From Our Side: Comments from Distance Learners in Education, March 1998 [Online] Available at: http://www.education.mcgill.ca/distance/co mments.htm

Freeman,R. (1983). Mail from the NEC, Teaching at a Distance, No. 24, pp. 80-82.

Grugeon, D. (1977). Editor’s comment, Teaching at Distance, No. 8, pp. 47

Harrison,G. (1980). Correspondence tuition in Mathematics, Teaching at a Distance, No. 17, pp. 30-38

Holmberg, Borje. (1986). A Discipline of Distance Education, CADE: Journal of Distance Education [Online] Retrieved January 15, 2002: http://cade.athabascau.ca/vol1.1/holmberg . html

Hussain, S. Zakir & Sahoo, P. K. (1994). Tutor-Comments on Assignments of IGNOU students, Media and Technology For Human Resource Development, 6 (2), pp. 171 - 176

Indira Gandhi National Open University. (2001). Interaction Through Assignments, ES-313, pp. 13-50

Jarvis, P. (1978). Students’ learning and tutors’ Marking, Teaching at a Distance, No. 13, pp. 13 - 17

Lee, Victor, & K.S. Yuen. (1993). Ensuring the Quality of Tutoring in Distance Education. In A. Tait, ed., Quality Assurance in Open and Distance Learning: European and International Perspectives. Proceedings of an international conference on issues of quality for new models of education, Open University East Anglian Region, Cambridge, September 28-30, 1993, pp. 138-43. [Online] Available at: http://www1.worldbank.org/disted/Manage ment/Teaching/inst-03.html

Mcakenzie, K. (1974). Some thoughts on tutoring by written correspondence in The Open University, Teaching at a Distance, No. 1, pp. 45-51

Moore, M. (1999). Monitoring and Evaluation, Editorial, American Journal of Distance Education, 13 (2), pp. 1-5

Moore, Roger. (1998). Learner Identified Characteristics of Quality Learning Experiences in Distance Education. [Online] Retrieved March 15, 2000 at: http://www.athabascau.ca/html/collab/adet a/newslett/1098/distance.htm

Morgan, Chris and O’Reilly, Meg. (1999). Assessing Open and Distance Learners, London: Kogan Page.

Mullett, T. (1983). Fast feedback on T101, Teaching at a Distance, No. 24, pp. 72-76

Muro, A., Mbenna, I.C., Ndaalio, A. & Reuben, N.Z. (1988). “The Role to be Played by Part-Time Tutors”, A paper presented at the NCI’s Annual Tutors’ Conference on Saturday, May 28, 1988. [Online] Retrieved Jan. 15, 2002: http://www.saide.org.za/worldbank/Teachi ng/Instruction/tl37btan.htm

Orton, L.J. (1978). ‘Improving two-way communication in correspondence teaching’, Teaching at a Distance, No. 11, pp. 80-91

Pradhan,G.C (2002). Comparative reliability between marking and grading, University News, 40 (11), pp. 14-17,20

Rickwood, P. (1992). Student perceptions of the benefits from assignments, Open Learning, 7 (2), pp. 51-53

Roberts, D. W. (1984). Ways and means of reducing early student drop-out rates, Distance Education, 5 (1), pp. 50-71

Ronan, N. J. (1997). Mentoring the Distance Learner, Open Learning, 12 (3), pp. 62-64

Satyanarayana, P., & Sesharatnam, C. (1992). Student Assignments for Submission in Distance Education. Kakatiya Journal of Distance Education, 1 (2), pp. 33-45

Thomas, Pete & Taylor, Dean, “Reducing the Distance Education”, The Open University, 4th international CAA Conference Abstracts, (Jan, 2000). [Online] Available at: http://www.lboro.ac.uk/service/ltd/flicaa/conf2000/abstracts/thomas.html

Walker, R. (1987). Correspondence Tuition – a training exercise, Open Learning, 2 (3), 47-49.

Table des illustrations

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 27 avril 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]

Articles du même auteur

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

Mohana Kumar Rajesh

Indira Gandhi National Open University, India [email protected]

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Le texte seul est utilisable sous licence CC BY-SA 4.0 . Les autres éléments (illustrations, fichiers annexes importés) sont « Tous droits réservés », sauf mention contraire.

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IGNOU Grade System 2024: Know your Percentage & Grade Points

Saaradha Thilagam ,

Mar 4, 2024 | IGNOU

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IGNOU Grade System 2024 uses a letter-based with corresponding percentage ranges, like A is equal to 80 and above, B is equal to 60 to 79, C is equal to 50 to 59, D is equal to 40 to 49, and E is equal to below 40 or fail.

Indira Gandhi National Open University (IGNOU) grading system 2024 is letter-based with corresponding percentage ranges for both undergraduate and postgraduate programs. The breakdown of the same is: A - 80 and above, B - 60 to 79, C - 50 to 59, D - 40 to 49, and E - Below 40 (Fail). It's important to note that while this is a general grading system, specific programs within IGNOU may have slight variations. 

Table of Contents:  

IGNOU Grading System

Term-end examination, assignment assessment.

• How to Calculate IGNOU Percentage? 
• Percentage converted into Letter Grade

The students will have to know the IGNOU grading system which is separated into two kinds. Each grading component has a special aspect with respect to the evaluation of the student's test results. 

The term end examination is the semester examination faced by students every 6 months after finishing the course material for the half academic year. The weightage given to the term-end examination is 70% of the total marks. This examination happens twice in a year - June and December. The students who passed the term examination can 60% chance to pass the semester without any arrears. 

Also Check:  IGNOU Admission Status 2024

The assignment assessment is for the staff to calibrate the presentation skills, project output, seminars, and other extra academic excellence activities of the students. The weightage given to the assignment is 30% of the total marks. The frequency of giving an assignment is based on the subjects and the faculty members who handle the subject.

Also Check:  IGNOU Assignment Status 2024

How to Calculate IGNOU Percentage?  

The students will have to know about how to calculate the IGNOU percentage to understand if they have scored enough the pass or top to the semester. 

Also Check:  IGNOU Assignment Front Page

Grade System for Percentage

Students will be given letter grades - which means their marks will be converted to percentages then finally into letter grades. Here, in the table furnished below, the students can understand which grade they fall into. 

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IGNOU Assignment Evaluation Sheet.

The evaluation sheet is the most important part of the assignment. Because it contains the most important information for uploading your assessment marks into the IGNOU website. So write clearly and legibly all the information in the evaluation sheet. You have to attach two copies of the evaluation sheets. You can download the sheet from the link which is given below.

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IGNOU Assignment 2024: Questions, Submission Last Date

IGNOU Assignments July 2023 & January 2024 – The IGNOU Assignment Question Paper is now available for Download for TEE Session June 2024 as well as TEE December 2024. IGNOU Assignment Submission Last Date is 30th April 2024  which is applicable for TEE June 2024  students. Therefore, the students who going to appear in TEE June 2024  should download and submit their IGNOU Assignment before the given date.

After getting admission to the new cycle, all candidates have to download assignments for their selected programs. You can get every course assignment here. Candidates have to download each course assignment question in which they get admission and they want to appear in the TEE Exam for that course. Many of the new assignments are already available for check and download for the TEE session June 2024 & December 2024.

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IGNOU Assignment 2024

Every IGNOU candidates have to write and submit their assignments to the respective study centre before the due date. If any student fails to submit then he/she cannot attend the upcoming Term End Exam conducted by IGNOU University . Candidates can also get bits of help from IGNOU Solved Assignment to prepare the best assignment sheet for submitting it to their centre. Candidates are requested to submit their assignments as soon as possible to appear in the upcoming term-end exam.

IGNOU Assignment Submission Last Date 2024

The Last Date for Submission of the IGNOU Assignment for the Term End Exam June 2024 is 30th April 2024 . The due date is subject to change only after the official announcement from IGNOU Head Office otherwise it remains unchanged. The last date may differ for each program so the candidate is advised to confirm the due date from their concerned course of IGNOU after downloading the assignment question from this page. Candidates are requested to submit their assignments before the last date without waiting for the next extension period for the submission of assignments. The given last date will be the final date to accept the assignments by the study centre. The last date is still too far from now and it is enough time to write all your assignments before the time duration and can be submitted without any issues.

IGNOU Assignment Weightage in 2024

IGNOU Assignments have 30% weighted in each IGNOU program so candidates can’t ignore it. They have to write the best assignment solution to get higher marks in the result and it also increases their performance report in their grade card. The program will be marked as incomplete without submission of the IGNOU Assignment so you must complete and submit the assignments before the due date.

Also Check:

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• IGNOU Grade Card 2024
• IGNOU Result 2024

In assignments, you must get 40% marks for passing, and thereafter you can fill IGNOU Exam Form to appear in the TEE Examination. For e.g. if the assignment has total marks of 100 then students have to get at least 40 marks to pass out.

Also Check: IGNOU Exam Form June 2024 (Last Date)

IGNOU Assignment Question Paper 2024

We have categorized the IGNOU Assignment Question Papers by UG, PG, Diploma, and Certificates so that the students can easily find their course assignments only by looking at their respective lists of assignments. Just find your programme from the list of assignments and start downloading it on your device. Start writing each and every course assignment by your hand because no printing or typing is allowed in the assignments.

Before start writing your assignments do not forget to read all Instructions for IGNOU Assignments to make your assignment perfect, mistake-free, and considerable.

IGNOU Bachelor Degree Assignment 2024

Ignou master degree assignment 2024, ignou post graduate diploma assignment 2024, ignou post graduate certificate assignment 2024, ignou diploma assignment 2024, ignou certificate assignment 2024, ignou assignment submission methods for 2024.

The students have multiple options to submit their assignments to IGNOU through online as well as offline mode. However, the preferred method can vary at each regional centre that should be confirmed by contacting to the respective regional centre.

Also Check: How To Submit IGNOU Assignment June 2024?

Generally, the students have to submit their assignments through offline mode by visiting their respective study centres to hand over the assignments to the coordinator. However, the regional centre can facilitate receiving the assignment through online mode by creating a separate link or portal to receive submissions or they can collect the same through official email.

• IGNOU Regional Centre List
• IGNOU Study Centre List

Note – Candidates are also requested to keep their physical assignment in a safe place because you may have to submit the physical copy of your written assignment to the study centre if it is requested by the study centre.

IGNOU Assignment Guidelines 2024

Many of the students are confused that which assignments should be submitted for June 2024 Term End Examination so here is the solution to it.

If you have a program that is having an exam annually then you should submit July 2023 session assignment for TEE June 2024. However, if you have a program with a semester system then you should submit January 2024 session assignment to appear for June 2024 session term-end examination.

We hope that your questions and doubts are now clear about which assignment needs to be submitted for June 2024 so let’s get started to write the assignment solution of your program.

IGNOU Assignment Helpline

If your programme/course is not available in the list given above then you can contact IGNOU officials by talking with the IGNOU Student Service Centre via 011-29572513 or 011-29572514.

Above all assignments are just available with questions, so you have to solve it with the help of reference books or any other materials but do not copy whole answers to the assignments but read the answer in the material, think, and rewrite the answer in your response sheet with your own.

IGNOU Assignment 2024: FAQs

Q1. Is it Compulsory to Submit an IGNOU Assignment? Answer: Yes. It is mandatory to submit the assignment to complete your program.

Q2. Can I Submit the IGNOU Assignment Online? Answer: A few IGNOU Regional Centres are accepting Assignment Submissions through online mode for TEE 2024.

Q3. What is the Last Date for the Submission of IGNOU Assignment? Answer: It is 30th April 2024 for TEE June 2024.

Q4. Is IGNOU Assignment Last Date Extended? Answer: Yes. The university has extended the last date of assignment to 30th April 2024.

Q5. Can I Send an IGNOU Assignment by Post or Courier? Answer: No, Candidates have to submit the assignment either through email or personally.

Q6. To whom I can Submit IGNOU Assignment? Answer: Coordinator of the Concerned Study centre of IGNOU.

Q7. Can I give IGNOU exam without submitting the assignment? Answer: Yes, you can appear in the examination, but it is not recommended to appear without submission of assignment.

Q8. Is it necessary to write questions in IGNOU Assignments? Answer: Yes, You should do.

Q9. Can I submit the assignment on Saturday & Sunday? Answer: Yes. Majority of the study centres are open on Saturday and Sunday to receive submission of assignments.

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2,121 thoughts on “IGNOU Assignment 2024: Questions, Submission Last Date”

On which days of the week i can submit my assignments?

sir mera assingment submit nh ho para upload hone m problem aari h …. mai apna assingment kese submit kru …. due date se pehle ..

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