The document discusses assessment approaches recommended by the National Education Policy (NEP) 2020 in India. It makes three key points: 1. NEP 2020 aims to transform assessment culture from a focus on summative testing and memorization to formative, competency-based assessment that promotes learning. It recommends assessing higher-order skills. 2. NEP 2020 proposes a 360-degree, multidimensional progress report card for students. It also recommends shifting high-stakes board exams to be competency-based. 3. The document discusses various assessment methods recommended by NEP 2020, including school-based, self-assessment, peer assessment, portfolios, and assessing complex skills. It emphasizes

1. DrSatyaBhushan
NCERT,
NewDelhi
sbhushan.ncert@nic.in
0303.satya@gmil.com
Mob.No.9810612526
Assessment and NEP 2020

2. TransformingAssessment for
Student Development
आकलन में आमूल-चूल परिवर्तन
NEP 2020

3. Must be regular, formative and
competency-based,
Must promote learning and
development of students,
Must focus on ‘assessment for learning’,
Must assess higher-order skills (analysis,
critical thinking and conceptual clarity
etc.),
NEP 2020 is also talking about the 360-
degree holistic multidimensional progress
card for all the students.
SHIFT
summative and
primarily testing
memorization
skills

4. The goal of NEP-2020 is to transform the
culture of assessment.
 NEP-2020 recommended that the assessment
should be a focus on core concepts, higher-order
and foundational skills of the child.
 NEP 2020 is also talking about the 360-degree
holistic multidimensional progress card for all
the students.
The Policy recommended shifting the content-
oriented Board Examination at secondary and
higher secondary classes to competency-based.
NEP 2020

5. School BasedAssessment
Assessment of school students by
school teachers in the schools.
Assessment that uses multiple
resources to collect information
Assessment that facilitates
attainment of competencies
 Multiple aspects of learning is
assessed ( 360 degree)
School
Based
Assessment

6. Assessment
Assessment of Holistic Development
Assessment for Holistic Development
Assessment at early grades/FLN
Assessing Complex Achievement

7. Assessment
Assessment is a core component of
pedagogy properly integrated into the
learning cycle as a method of teaching that
both reflects and contributes to learning.
Measure the performance of both
learners and teachers.
Benefits of Assessment / other than the
identifying learning gaps in content areas

8. Assessment
for
learning
(Formative
Assessment)
a range of formal and informal
assessment procedures conducted by
teachers during the learning process to
modify teaching and learning activities
to improve student achievement
helps both teachers and students by
giving them feedback about how
individual learning is progressing

9. : Assessment that actively involves
learners and encourages them to
think about the way they learn.
It comprises learner reflection and
peer and self-assessment.
encourages students to take
responsibility for their own learning
requires students to ask questions
about their learning
It occurs when learners reflect on and
regulate and monitor their learning
progress.
Assessment
as learning

10. Cont….
focuses on teaching students' the
metacognitive processes to evaluate their
own learning and make adjustments.
Metacognition
thinking about one’s thinking.
Metacognition includes a critical awareness of
 a) one’s thinking and learning
b) oneself as a thinker and learner.
An understanding of Assessment as Learning is
essential in a digital age where information is
readily accessible and teachers move from
being the "knowledge-bearers" to knowledge-
guides.
Metacognition
(Adhisangyan)

11. Quality
Assessment
:A big
Question
Authenticity
Engagement
 encourage students to take a deep approach to learning,
 provide necessary alignment for teacher to better
determine the quantity and quality of student learning,
 Authentic assessments are based in real-world relevance.
 Authentic assessments include activities that closely
match real-world tasks
 designed to actively engage students in their own learning
by using real-life situations,
 requiring students to make connections and forge
relationships between prior knowledge and skills, and
 allowing for multiple pathways for solutions and a diversity
of perspectives

12. Quality
Assessment
:A big
Question
Quality assessments are also highly
engaging learning opportunities that can
help foster students’ higher-order
thinking skills such as communicating,
solving problems collaboratively, and
thinking critically
A noteworthy characteristic of authentic
assessment is its collaborative nature.

13. Self-assessment is defined as ‘the
involvement of learners in making
judgements about their achievements and
the outcomes of their learning’ and is a
valuable approach to supporting student
learning.
Self-assessment is one of the most
important skills that students require for
future professional development and life-
long learning, as it develops their capacity to
be assessors of learning.
Self-
assessment

14.  Peer Assessment is an assessment
which allows students to assess each
other's performance.
 It can be extremely valuable in
helping students to learn from each
other by listening, analyzing and
problem solving.
 It gives students the opportunity to
encounter diversity in different ways,
critique and judge and ultimately,
students learn how to be responsible
for their own learning.
Peer
Assessment

15. Portfolio
Portfolio is a purposeful, systematic collection of
student work that exhibits the student’s effort,
progress and achievement in one or more areas.
 The collection must include student’s participation
in selecting contents, the criteria for selection, the
criteria for judging merit and evidence of student’s
self-reflection.
Some examples are Charts, graphs created,
Projects, example posters, Lab reports, Research
reports, Tests, Students reflections (either weekly,
monthly or bi-monthly).

16. Portfolio
intends to
Illustrate the actual work of students
Illustrate student’s progression in learning over
time both for the teacher and the student
Enhance teacher and student’s involvement in
evaluation
Provide opportunities for students’ choice and
decision making regarding the preparation and
evaluation of portfolios
The greatest value of portfolios is that students
become active participants in the learning
process and its assessment.

17. Complex achievement includes those learning
outcomes based on the higher mental processes,
such as understanding, thinking skills, and
various problem solving abilities.
The attainment of outcomes in these areas can
be assessed by both objective and subjective
means.
There are certain aspects of complex
achievement that cannot be measured well by
objective means such as ability to organize,
integrate and express ideas, performances as
oral communication, construction of models etc.
 Further objective items cannot assess both the
process and the product of a performance.
MEASURING
COMPLEX
ACHIEVEMENT

18. Performance
Based
Assessment
Performance based assessment uses
tasks that require students to
demonstrate their knowledge, skills, and
strategies by creating a response or a
creation.
Performance based assessment taps
into students’ higher-order thinking
skills, such as evaluating the reliability of
sources of information, synthesizing
information to draw conclusions, or
using deductive/inductive reasoning to
solve a problem.

19. Cont.…
Performance based assessment
provides a basis for teachers to
evaluate both the effectiveness of the
process or procedures used (e.g.
approach to data collection or
manipulation of instruments) and the
product resulting from performance of
a task (e.g. completed report of results
or completed artwork).

20. ESSAY
QUESTIONS
Learning outcomes concerned with the abilities to
conceptualize, construct, organized, integrate, relate,
and evaluate ideas require the freedom of response
and the originality provided by essay questions.
Assessments using essay questions can be useful
ways of assessing student understanding and ability
to organize and apply information in a content area
such as history, civics, literature, science, or
mathematics.
Example of essay Questions
Question: Why do birds migrate?
Revised Question: State three hypotheses that
might explain why birds migrate from colder places
to warmer places in winter season?

21. Authentic
assessments/
Alternative
assessment
Authentic assessments, an alternative
assessment is designed to give you
more insight into a student’s
performance, achievements, and
learning objectives.

22. Common
examples of
authentic
assessment
Student portfolios
Open book exams
Collaborative testing
Take-home assignments
Demonstrations
Oral presentations
Retake options
Performance tests

23. ForTeachers and Parents
1.Askstudents (individually or in
groupsof 4-5)to read the picture.
2.Encourage students to discussand
ask questions.
3. Discussionpoints may be:
-What doeselephantdoing? Walking/
dancing / looking back
- Howmany animals are in the picture
having four legs?
-What would beOwland deertalking?
-What is crane eating?
-Which animal/ bird you likemost?
-Why differentregionshave different
birds?
-What would happenif thereis no
water or trees?
-Who can sound of any bird or animal?

24. NOTE
We may assess literacy,
numeracy and EVS
competencies
Teachers may try to enlist
how many learning outcomes
in language, maths and EVS
one can assess.
find out which children can
ask questions and who can
construct right sentence and
can speak rightly what they
want to.
Observe which activity/task
child can do alone, in group,
with the help of
sibling/parents

25. At Multi grade
schools
Multi-level
classrooms

26. Paper –Pencil
Test/Objective
Type
Questions
Do use as Distracters
Common student misconceptions ( perhaps from
open-ended responses from previous work)
Words that “ ring a bell “ or “sound official”
Responses that fool the student who has not
mastered the objective
Do analyse Distracters
 Use Assertion and Reasoning type questions
The distinctions made in item complexity ensure that test
items will assess the depth of student knowledge at each
benchmark. The intent of the item writer weighs heavily in
determining the complexity of a test item

27. SampleARQ
Q.
Q. Read the following statements Assertion(A) and Reason(R).
Choose one of the correct alternatives given below
Assertion(A): Depreciation of domestic currency leads to
improvement in the balance of trade.
Reason(R) : When exchange rate rises, domestic goods become
cheaper in the international market
Alternatives:
1. Both Assertion(A) and Reason(R) are true , and Reason (R) is the
correct explanation of the Assertion(A)
2. Both Assertion(A) and Reason(R) are true , but Reason (R) is not the
correct explanation of the Assertion(A)
3. Assertion (A) is true, but Reason(R) is false.
4. Assertion (A) is true, but Reason(R) is true.

28. LowComplexity
A marine food web is shown below
Which of the following organisms is a consumer in this food web?
1. Seaweed
2. Sea grass
3. Clam worm
4. Phytoplankton

29. Moderate
Complexity
Which of the following organisms is found in the trophic
level with the greatest biomass that sustains the ecosystem
represented by this food web?
1. Amphipod
2. Heron
3. Redfish
4. Seaweed
A marine food web is shown below

30. High
Complexity
Which of the following is a long-term effect on the
removal of the redfish from the ecosystem represented by
this food web?
1. The osprey population will increase.
2. The amphipod population will increase.
3. The clam worm population will increase.
4. The phytoplankton population will increase.

31. Which of the
following organisms is
a consumer in this
food web?
1. Seaweed
2. Sea grass
3. Clam worm
4. Phytoplankton
Which of the following organisms is
found in the trophic level with the
greatest biomass that sustains the
ecosystem represented by this food
web?
1. Amphipod
2. Heron
3. Redfish
4. Seaweed
Which of the following is a long-term effect
on the removal of the redfish from the
ecosystem represented by this food web?
1. The osprey population will increase.
2. The amphipod population will increase.
3. The clam worm population will increase.
4. The phytoplankton population will
increase.
Low Complexity
Moderate
Complexity
High Complexity

32. This should never happen!

33. 7 children went to collect mangoes and agreed to
share. They picked 245 mangoes. How will they
find out how many they will get each?
Nandu helps his elderly neighbour for 1/4 of an
hour every week night and for 1/2 an hour at
the weekend. How much time does he spend
helping her in 1 week?
Recently it was discovered that a clean engine
uses less fuel. A car used 47 litres of fuel. After it
was cleaned it was found to use 43 litres for the
same trip. If fuel cost 101 a litre, how much
more economical is the clean car?
Teaching
Human
Values
Examples

34. AssessmentofCreativity  One important way to obtain information about
people's creativity is through their actual
behavior—their creative products, performances, or
accomplishments. Portfolio
 Self-report data. On some occasions, it is possible
to obtain information about people's creativity
from the responses they provide to questions
about themselves and their behavior. Self
Assessment
 Rating scales. ask people to rate the creativity of
others. These might call for ratings by teachers,
parents, mentors, peers or other adults Peer
Assessment
Tests. refers to the person's responses to a structured
set of tasks or questions, administered under controlled or
standardized conditions, through which the person
demonstrates his or ability to think or respond creatively.

35. Assessment can positively impact a
number of key areas which are
important aspect of education
reforms such as:
Student teacher relationship
Teacher's ability to personalize
instruction
Acquisition of 21st century skills
Student engagement
Student metacognition
Benefits
of
Assessment

36. ThankYou