Assessment reforms in mathematics.

1. Assessment Reforms in Mathematics:
(NCF 2005 vs NCFSE 2023)
Session By
Mr. Sradhananda
23EDI0025

2. Contents:
1 Introduction
2 Overview
3 Assessment Methods
4 Major Reforms in Mathematics
5 Changes in Assessment Practices
6 Adapting to New Framework - NCFSE 2023
7 Curriculum Guidelines - NCFSE 2023
8 Foundational Stages of learning NCFSE 2023
9 Conclusion

3. INTRODUCTION
Assessment is an important part of education. Assessment is crucial for students
as it measures their understanding, identifies strengths and weaknesses, and
guides learning. It promotes self-awareness, adaptability, and growth by
providing feedback and fostering continuous improvement.
Types of Assessment include:
 Diagnostic Assessment
 Formative Assessment
 Interim Assessment
 Summative Assessment

4. Overview of National Curriculum
Frameworks:
 NCF 2005: Focused on reducing rote
learning and integrating knowledge
with real-life situations.
 NCFSE 2023: Aligns with NEP 2020,
emphasizing holistic, learner-centered
education.

5. Assessment Methods
NCF 2005 NCFSE 2023
 Continuous and Comprehensive Evaluation (CCE)
integrating formative (ongoing assessments like
quizzes and observations) and summative (end-
term examinations) methods.
 Advocates for a balanced approach,
incorporating diagnostic (identifying learning
gaps), formative, and summative assessments.
Focuses on regular, formative, and
competency-based assessments that promote
learning and development, testing higher-
order skills such as analysis, critical thinking,
and conceptual clarity.

6. Major Reforms in Mathematics Assessment
NCF 2005 NCFSE 2023
 Introduces a shift towards competency-based
assessments, emphasizing the application of
knowledge, critical thinking, and problem-
solving abilities. This approach moves beyond
standardized testing to more holistic assessments,
including performance tasks and portfolios.
 Aimed to reduce rote learning by connecting
mathematical concepts to real-life contexts.
However, assessments often remained focused on
procedural and computational skills, leading to
perceptions of mathematics as mechanical
computation.

7. NCF 2005 NCFSE 2023
Structure Implemented CCE with a mix of
formative and summative assessments.
Proposes biannual board exams to reduce
pressure, allowing students to choose their
best performance, and emphasizes regular
formative assessments.
Content Focused on assessing knowledge and
procedural skills.
Prioritizes higher-order skills, such as
analysis, critical thinking, and conceptual
clarity, moving beyond rote memorization.
Objective Aimed at reducing rote learning and
stress associated with examinations.
Focuses on holistic development,
competency-based learning, and real-world
application of mathematical concepts.
Changes in Assessment Practices

8. Adapting to New Framework emphasises competency based
Learning(NCFSE 2023):
 Professional Development: Engage in continuous learning to
understand and implement competency-based assessments
effectively.
 Instructional Design: Develop learning experiences that promote
critical thinking, problem-solving, and real-world application of
mathematical concepts.
 Assessment Techniques: Incorporate diverse assessment methods,
including performance tasks, portfolios, and self-assessments, to
capture a comprehensive picture of student learning.
 Feedback Mechanisms: Provide constructive feedback that guides
students toward improvement and deeper understanding.

10. Previous NCFs Prior to NCF-SE 2023:

12. Curriculum Guidelines NCFSE 2023:
 The purpose of this NCF-SE is to effect positive transformations in India’s school curricula.
 The world is undergoing, rapid changes in the knowledge landscape.
 Workforce, with deep human capacities, and multidisciplinary capacities.
 The Curricula must be responsive, to the glorious unity in diversity, of India.
 ‘Curriculum’ refers to the overall goals, plans, practices, etc.
 Stresses on holistic and integrated changes.
 Term ‘Curricular Area’ is used as a broader category.

13. This NCF uses ‘Curricular Area’ as a broader category, to distinguish it from
‘discipline,’ ‘field,’ and ‘subject’:

14. Learning Standards for Four Stages of Schooling -5+3+3+4

15. Foundation Stage: 3 – 8 Years
A Domains
1 Physical Development
2 Socio-emotional and Ethical Development
3 Cognitive Development
4 Aesthetic and Cultural Development
5 Language and Literacy Development
6 In addition -Learning Standards for developing
Positive Learning
B. 1 Foundational Literacy and Numeracy
2 Foundational Literacy in R1
3 2 languages (R1 and R2)
4 TLM (Teaching Learning Materials)/Textbooks
5 Play based Pedagogy
6 Assessment
7 Holistic Progress Card

16. Preparatory Stage - 8- 11 years
1 2 Languages- R1 & R2
2 Mathematics Education
3 Art Education,
4 Physical Education, and
5 The World Around Us
(as an interdisciplinary area of study).
6 Work and pre-vocational skills are included as part of The World Around
Us curriculum.
7 Assessments: Short Formal Written Assessments, Teacher’s Observation
of Students work, Regular Formative Assessments,

17. Middle Stage - 11- 14 years
1 3 languages denoted R1, R2, and R3.
2 Mathematics Education
3 Science Education,
4 Social Science Education
5 Art Education,
6 Interdisciplinary Areas
7 Physical Education & Wellbeing
8 Vocational Education.
9 Assessment

19. Secondary : Phase 1: Grades 9 & 10

20. Phase 2 — Grades 11 and 12:

21. Subject Combinations:

23. Conclusion:
 Both frameworks aim to improve mathematical understanding.
 NCFSE 2023 builds upon NCF 2005, introducing more holistic and competency-based
assessments.
 The NCF 2005 and NCFSE 2023 represent significant milestones in the evolution of
education system in India.
 While the NCF 2005 emphasised learner agency , critical thinking , and problem-solving
skills, the NCFSE 2023 aims to nurture well-rounded individuals with a focus on curiosity ,
wonder , and the development of skills and values. The NCFSE 2023 also proposes changes
in subject design , exams , and teaching and learning methods.
 However, successful implementation of these changes requires addressing implementation
challenges and ensuring the preparedness of teachers and the education system as a whole.

24. ~Sradhananda
.