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Examinations occupy a very significant place in higher education. To a student, they are an instrument to test what he has learnt and retained in his mind during the course of the study and to a teacher examination gives a stimulus and goal orientation in his work. Examinations are inevitable without which the work of students and teachers will neither have precision nor any direction. However, over a period of time examinations have become an end in themselves instead of means of evaluation emphasizing on rote memorization of facts, securing of minimum qualifying marks, getting degree certificates by the job-seekers, thereby, in the process ignoring the practical training for life and work. We, thus, need to ask: Are the conventional methods of conducting the examinations effective? Does the current assessment system provide the necessary space for learning? This has imparted seriousness to any discussion on examination reforms in the academic circles and amongst the policy makers at the highest levels. The objective of the paper is to throw light on the significant aspects of examination reforms in the university education system. The paper has been divided into four sections. Section I gives an introduction to an examination system in the higher education system of India from the historical perspective and Objectives of Examinations. Section II discusses the drawbacks in the examination system. Section III lists the suggested reforms in the examination system along with the impediments in the implementation of reforms and Section IV concludes the paper.

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