NEP, 2020

ASSESSMENT REFORMS

National Council of Educational Research and

Training
 ASSESSMENT IN PRE-INDEPENDENCE ERA
Referred: failure of
large candidates in
Matric/ Assessment:
Setting up of
First Only Essay type
Makhtabs and
Matriculation questions
Madarasas
Assessment: Examination
Oral held Hartog
No external Committee
Evaluation Sadler
Oral agency 1857 Commission (1929)
Recitation &
Woods (1917--
informal 1919)
Mughal Dispatch
Observations (1835)
5th Period Setting up of
Vedic Century Monumental Secondary &
Period BC Declaration Intermediate
Education Foundation Boards
Gurukul of Modern
System in Sanghas/
Collective System of
Groups Indian
Education
Education Commissions & Assessment

Radhakrishnan Mudaliar Kothari

Commission Commission Commission
1948-49 (1952–53) (1964–66)

laid great emphasis on the need for revamping students

assessment through examinations for bringing quality
and confidence in the system of education.
 NPE 1968 & 1986 & Assessment
NPE NPE
1968

1986
Recommended for a Suggested for elimination of
excessive element of chance
shift in the focus of and subjectivity, de-
evaluation from emphasizing memorization
certification to Introduction of Continuous
and Comprehensive
improvement in Evaluation (CCE),
learning. Use of grades in place of
marks
Introduction of semester
system from secondary stage
in a phased manner.
 NCFs & Assessment

1975 1988 2000

National Curriculum Frameworks at different point of times, tried to
translate significant recommendations of Committees, Commissions
and policy documents into implementation strategies in the areas
of teaching, learning and assessment for qualitative improvement
in entire school education system.
• The journey of students assessment gone a long way passing
through oral testing, written testing, public examination,
internal and external assessment, continuous and
comprehensive evaluation and competency based
assessment.
• Attempts to shift from content based assessment to
competency based assessment are continued.
 NEW EDUCATION POLICY: 2020
• Emphasises on transforming assessment for
optimizing learning and development of all
students with a focus on the following
• Features of Assessment:
Promoting learning and
Regular, formative and Focuses on ‘assessment
development of
competency-based for learning’
students

Helps entire schooling

Tests higher-order skills
system in revising
(analysis, critical
continuously teaching-
thinking and
learning processes to
conceptual clarity etc.)
optimize learning
 TRANSFORMING THE CULTURE OF ASSESSMENT

National
National
Testing Agency
Assessment
Board Assessment to AI based soft (NTA) will
Centre
Continuous Examinations focus on core wares to help Self work to offer a
(PARAKH) will
Tracking Of to be made concepts, track progress Common
bring greater Assessment
Learning more flexible higher order of students to Aptitude Test
synergy in & Peer
Outcome Of with and enable the to of high quality
board Assessment
Each Child assessment of foundational make optimal to eliminate
examinations
essential skills skills career choices the need of
conducted by
coaching for
different BoE.
these exams.
Completely
SCHOOL HOME LINK SCHOOL
redesigned
BASED
by
ASSESSMENT SELF
States/UTs ASSESSMENT
under
guidance MULTILAYERED &
from MULTISOURCES
PARAKH,
NCERT,
SCERT. 360 DEGREE
Multidimensional
ASSESSMENT Report Card ASSESSMENT
BY PARENTS BY TEACHERS
For
It will include All Students
Progress of
the Child in PSYCHOMOTOR AFFECTIVE AI based software
Inquiry Based to be used by
Learning,, students to track
Quiz, Role their growth
PEER
play, Group ASSESSMENT through their
Work, school years
Portfolios
etc.
 PUBLIC EXAMINATIONS

 The secondary exams, board exams and entrance exams are eating away
valuable time for true learning with excessive exam-coaching and exam-
preparation.

 These exams also force students to learn a very narrow band of content/
material in a single stream.

 Board exams be redesigned to encourage holistic development by way of

discouraging coaching culture and exam preparation.

 Students be given freedom to choose range of subjects in which they take

Board exams, depending on their individualized interests.

 Board exams be made ‘easier’ in the sense that they test primarily core
capacities/ competencies rather than content memorization.
 PUBLIC EXAMINATIONS contd..

 All students be allowed to take Board exams on up to two occasions

during any given school year, one main examination and one for
improvement to eliminate the ‘high stakes’ aspect of Board exams.

 To reduce pressure and coaching culture, boards will think to develop

further viable models of board exams such as annual/semester/modular
board exams or in certain subjects question paper may be redesigned to
have two parts-one part of an objective type with MCQs and the other
of a descriptive type.

 The NCERT in consultation with SCERTs, BoAs, NAC/PARAKH etc. will

prepare guidelines on NEP-2020 recommendations on assessment to
align with the NEP-2020.

 In order to align with the NEP-2020, transformation in the assessment

system by 2022-23 academic session, guidelines for teacher education
programmes shall also be developed.
REFORMING EXAMINATIONS FROM GRADE 9 TO 12
INCLUDING BOARD EXAMINATIONS
Board Examination will made easier as they will be testing primarily
core capacities/ competencies

Visible Model to be explored annual/semester/modular exams, two parts

exam (objective and descriptive

Guidelines will be prepared by NCERT, in consultation with SCERTS, BoEs &

PARAKH

Teachers to be prepared for a transformation in the assessment by

2022-23 academic session

Each Board ensure equivalence of academic standards in learners attainment.

Standards, norms and guideline for School Boards through PARAKH National
Center
Examinations from Grade 1 to 8

 Key Stage Assessment:

 Census Assessments at key Stage in Grades 3, 5 and 8 to track
achievement.

 Achievement of Critical Learning Outcomes.

 Testing to focus on achievement of essential learning outcomes.

 Moving away from the rote learning

 Assessments of core concepts and knowledge, higher order skills
and its application in real life situations. Moving away from rote
learning.

 Results of School Examinations

 Be used only for developmental purposes and for continuous
monitoring and improvement of the schooling system.
 Setting Norms, Standards and guidelines for assessment and
evaluation

OBJECTIVES Guiding State Achievement Survey

Conducting National Achievement Survey (NAS)

Monitoring Learning Outcomes in the Country

FOR HOLLISTIC
PERFORMANCE ASSESSMENT REVIEW ANALYSIS OF KNOWLEDGE
DEVELOPMENT

NATIONAL ASSESSMENT CENTER

P A R A K H
A Standard Setting Body Under Ministry of Education
(MoE)
 NATIONAL TESTING AGENCY
serve as a premier, expert,
will work to offer a high quality
autonomous testing
common aptitude Test as well as
organization to conduct
high quality common subject
entrance exams for
exams in science, humanities,
undergraduate and graduate
languages arts and vocational
admission and fellowships in
subjects, at least twice a year.
higher education

Universities to use these

common entrance exams rather
Individual universities and
to have their own entrance
colleges shall have the liberty to
exams, thereby drastically
see value of using NTA
reducing burden on students,
assessments for their admission
universities and colleges and the
entire education system.
 Support for Gifted
Students and Students Encourage
Gifted/Talented
with Special Talent Students
Pursue realm
beyond the
Efforts for general school
intervention in curriculum Project based
rural areas & in clubs to be
regional
languages to
encouraged and
ensure supported at all
widespread levels of school.
participation

Support for
Gifted
Students/ Olympiads and
Extensive Use Students with Competition in
of Technology Special Talent various subjects
to encourage
to be
talented/Gifted
conducted in
Children
the country.

B.Ed
NCERT& NCTE
Programme to
will develop
allow
guidelines for
Specializations
education of
in Education of
gifted children
Gifted Children
 IMPLEMENTATION
Preparation of new assessment patterns for all stages of school
education.

Building a culture of formative and adaptive assessments in schools

Capacity building of teachers to undertake ‘assessment as learning’ and

‘assessment for learning’

Capacity building of paper setters and moderators for new assessment

pattern.

Preparation of Question banks for competency-based items that test

higher order skills

Development of assessment patterns and evaluation procedures for holding

the state census exams in grades 3, 5 and 8.
 IMPLEMENTATION
Redesigning of report card for school based assessment to communicate
child’s progress by schools to parents

Development of IT based tracking system by all states/UTs for tracking the

progress of learners from grades 1-12.

Development of a plan to reduce the burden of exams by examining all

policy recommendations in consultation with Boards of Assessment.

Renaming of compartment exams as ‘Improvement exams’ and strengthen these

exams and make them low stakes by CBSE and other Boards of Assessment (BoAs)

Review of subjects offered by CBSE and other BoAs at secondary and senior
secondary level
Preparation of common norms, standards and guidelines for assessment and
evaluation for secondary education in alignment with the NCF-2020 for all Boards
of Assessment (BoAs).
THANKS