9 semesters, 5 exam committees, 4 exam rules, 3 Registrar, 2 VC, 1 university: Next is what?

Well it is said that university experience is one of the finest in life and I am sure it is true for me but the only hitch is the over-overwhelmingness of such experience especially in the field of constantly changing exam rules. In last 9 semesters I have been evaluated under 4 different exam system, coupled with the ever changing administrative set up, this rolling stone of examination rules have never gathered any constancy, in this post I seek to bring forth the various exam system faced by my batch in last 4.5 years and then try to juxtapose it with the variation in the semester wise GPA of my class to try and find out if such excessive meddling in the examination process had any effect on the marks of the batch.
But before that let us go through the examination pattern followed in the last 9 semesters, at Indian law schools there are two types of subjects, compulsory which are basic law subjects like Contract law, Constitutional law etc. and the optionals which are usually specialization avenues and offer subjects like Comparative law, International contract law etc. Optional subject are offered at my university only from 6th semester.
Compulsory subjects
When I started my university career in 2005, the marks were divided into 6 categories, End Semester, Attendance, Subj. Viva, Project, Rough Draft, Project Viva, such extensive division ensured that there was continuous evaluation and students are focused on the course. In 4th semester the marks component of rough draft and project viva was scrapped. In 7th semester the component of attendance was also scrapped, but the most tremulous change came in 9th semester when the written component was hiked to 100 and to be later scaled down to 65%.

Semester 1		Semester 2	Semester 3
End Semester Attendance Subj. Viva Project Rough Draft Project Viva	60 5 5 20 5 5	Same as Semester 1	Same as Semester 1
Semester 4		Semester 5	Semester 6
End Semester Attendance Subj. Viva Project	60 5 5 30	Same as Semester 4	Same as Semester 4
Semester 7		Semester 8	Semester 9
End Semester Subj. Viva Project	65 5 30	Same as Semester 7	End Semester Subj. Viva Project	100 5 30

Optional subjects
In my 6th semester there were 5 marks component to optional courses viz. End Semester, Attendance, Subj. Viva, Project, Presentation just like in compulsory subjects in 7th semester the component of attendance was scrapped, in 8th semester the subject viva component was scrapped for optional, and like compulsory papers in 9th semester written component was hiked to 100 to be scaled down in final result to 50%.

Semester 1		Semester 2		Semester 3
No optional subjects		No optional subjects		No optional subjects
Semester 4		Semester 5		Semester 6
No optional subjects		No optional subjects		End Semester Attendance Subj. Viva Project Presentation	40 5 5 30 20
Semester 7		Semester 8		Semester 9
End Semester Subj. Viva Project Presentation	45 5 30 20	End Semester Project Presentation	50 30 20	End Semester Project Presentation	100 30 20

Also another important change in the marking pattern was the supposed introduction of bell curve for the first time in India.
Now let us have a look at how my batch on average has fared over last 4 years.
As is clear from the graph, the dips in the GPA are in 4th, 7th and 8th semesters, quite strikingly these are the semesters when the examination pattern has been tinkered with. So does it prove that change is examination pattern adversely affects the marks of batch? Well, there are certainly few drawbacks in the study, grades of only a single batch has been taken out for data interpretation, other batches which were at the university during the changes should also be compared and then we would have a theory beyond reasonable doubt, also the subjects faced by the observed batch in the worse off semesters could have been comparatively difficult.
However let us also analyze whether such frequent change in pattern of examination is required or is even valid/just, firstly when a student enrolls in an institution he is promised a system or pattern of examination and related issues, during the subsistence of course it would be unjust to change the system or pattern if such a change irreversibly goes against the interest of the batch, now who decides what is in interest and what is not, the best option would be to take students into confidence before such sweeping changes are made; secondly change is important but to change a perfectly working system which has been delivering excellence for many years just on issues of perception is not a very good idea.