In view of the strengthening momentum in efforts to reforms in examinations in higher education of India and Kerala in particular, and holding that teacher education is in privileged position to initiate examination reforms in higher education by virtue of its link with both school education and the higher education, this paper focuses attention to a number of practical challenges in the scoring of answer scripts of B.Ed degree examinations. Investigating the length of answer scripts, reading speed of teacher educators, and requirement of number of scripts to be evaluated by teacher educators, this paper further explores the criteria applied by evaluators in scoring the scripts and the match/mismatch between the type of question included in the examination and the real scheme of scoring applied while evaluating the scripts. Employing analysis of question papers and answer scripts, and structured interview with evaluators in a centralized valuation camp in one university of Kerala, the study found that with an average speed of 136 words/minute in reading answer scripts among teacher educators, and length of answer scripts from 2352 to 3696 words depending upon the paper, the estimated time for reading a script ranges from 17.29 to 27.17 minutes. The actual time (7.85 minutes) spent on evaluation is less than half the estimated time. Evaluators reports valuing on "points only' "scanning for terms and phrases" "scoring by habit" etc. though the question papers frequently require the students to explain, describe, distinguish, define, bring about meaning, how and why questions apart from what questions, listing and outlining. Conducting and evaluating online examinations, multiple-choice-items and development of evaluation competencies and further strengthening of contents of measurement and evaluation at M.Ed level may help remedy the situation.