The document discusses the changing landscape of education and employment from the 1960s to the present, highlighting the challenges faced by graduates in securing jobs, with many universities seeing less than 50% job placement rates. It introduces a new educational assessment framework called 'diagnostic assessments' aimed at identifying learning gaps and improving teacher effectiveness while incorporating technology. The assessment approach emphasizes the need for customized education and immediate feedback, aiming to drive teaching practices towards achieving better learning outcomes.

1. Detailed Assessment

2. THE WORLD IS CHANGING

3. 1960’s
Graduation = Job
1990’s
Specific Graduation = Job
2020’s
Graduation = ???

4. Social Media marketing Bloggers
Authors Training
Performing Arts Medicine
Engineering Design and Architecture
PR
Entrepreneurship
Management
Gaming
Event Management
Journalism Traffic Engineering

5. Global not Local
“Less than 50 percent of graduates at 148 out of
205 universities across the country found
permanent jobs in 2009 - Ministry of
Education, Science and Technology “

6. South Korea’s 18 banks are thus doubling
their non-graduate intake, with Kookmin
and Woori Bank reserving 13% of their new
jobs for those without degrees.

7. • America produced more than 100,000 doctoral
degrees between 2005 and 2009. In the same
period there were just 16,000 new
professorships

8. “Peter Thiel (Founder, PayPal) is offering 20
students $100,000 scholarships, over two years,
to leave school and start a company rather than
enter college”

9. THE WORLD IS CHANGING
THE FUTURE IS UNPREDICTABLE
EDUCATION IS THE VEHICLE THAT CAN
ENABLE CHILDREN TO FACE THE
FUTURE

10. WHAT SHOULD BE DONE?
BEST HOPE IS TO DEVELOP A NEW PARADIGM OF HUMAN CAPACITY
TO MEET A NEW ERA OF HUMAN EXISTENCE.
EDUCATION SHOULD MAKE SURE THAT EVERYONE HAS A CHANCE TO
DO WHAT THEY SHOULD BE DOING
- KEN ROBINSON

11. JOURNEY IS ALREADY ON…
• CCE
• POLICY
FOCUS ON INTERNAL ASSESSMENTS
• CURRICULUM
• CONTENT
• TECHNOLOGY
• TRAINING
• INFRASTRUCTURE

12. WHY INTERNAL ASSESSMENTS?
Parents
Assessments
Teachers % Students
Learning
School
system
ASSESSMENTS DRIVE THE ENTIRE SYSTEM
EDUCATION CAN DRIVE TEACHING FOR LEARNING

13. Customized topic tests
• Over 500 books analyzed
• 2000+ unique tests delivered
• 5000+ tests conducted
Fractions
• 84 Unique tests
• 1200+ questions

14. Identifies learning gaps

17. Reports
• Teacher Report
– Within 24 hours
– Identifies learning gaps
– Provides high quality remedial guidelines
• Student Report
– Individual report for each student
– Online access for parents
• School Report
– Comparative graph by sub topics
– Objective input for teacher training and specialization
• Address 25% + component of CCE

19. Improves Teacher effectiveness, reduces Cost
• Teacher Effectiveness
Preparing and Evaluation Assessments
To
Utilizing Assessments
• Go Green!

20. How will DA achieve the objectives?
Product
Diagnostic Topic Tests
Features
Immediate Feedback
Customized
to school Identifies learning gaps
syllabus
Remediation Support
3 – Tier framework
Addresses 25% of the FA in
CCE

21. DA 2011

22. Feedback from 20 DA schools
Positives:
• High quality questions. Very thought provoking.
• The concept of DA is novel and very good.
• It can be made a part of the Formative Assessment programme. Fits into
the design well.
• The unified curriculum (Maharashtra and Tamilnadu) is focusing on CCE
and therefore DA will surely fit in.
• Teachers get ideas on how to teach (pedagogy).
• Teachers are seeing that testing is becoming simpler for them with DA.
• Some schools will be putting DA into their Assessment programme the
next year.
• Students are excited to use Technology.

23. Suggestions:
• User names and passwords should be shorter & smaller.
• The 8th test in the end should be a combination of all topics in all the subjects
taken.
• Parents should be able to see their child’s reports on the system. Links
should be given to them.
• Remedial measures for parents are same as given to teachers. They need to
be worded differently.
• Instead of remedial measures for student reports a list of questions dealing
with the same concepts should be given for practice.
• The language in the questions can be a bit more simpler.
• Comprehension passages need to be shorter in English.
Key Issues:
• Teachers have to spend 2 to 3 periods to complete the whole process related
to mobiles and this took away much of their teaching time.
• A lot of paper consumption.

24. Best Practices:
• Request Books are maintained in which the teachers put in their requests and
then the computer teachers put these requests on the EI system.
• DA questions are incorporated into the summative papers as well.
• Teacher sheets too are being used for remediation.
• Many schools have made DA a part of their Formative Assessment
Programme.
• Remediation period is scheduled in the teaching plan.
• Subject teaches sit in groups to discuss reports and identify teaching strategies
for strengthening conceptual understanding.
• Some of the remedial guidelines are used as mini projects for activity based
assessment.

25. DA Comprehensive
• Complete solution including people, infrastructure and technology
• DA Hub with Tablets (Math and Science) and Mobiles (English) in
select cities
– Ahmedabad
– NCR
– Mumbai
– Pune – Nashik – Aurangabad
– Hyderabad
– Chennai
– Madurai
– Bangalore

26. DA Comprehensive
School Educational Initiatives (DA Team)
Request test Coordinate with schools for scheduling test
Receive report Carry tablets and mobiles to the school
Take printed papers for English
Correct errors, if any
Upload results from the tablet
Generate results
Communicate to school on completion of
cycle

27. What we said last year
• DA can accelerate schools’ efforts in teaching for learning
• DA improves teacher effectiveness
• DA is enjoyable for students
• DA can standardize remediation in schools
• DA provides objective assessment of learning
• DA is customized
• DA provides high quality remedial guidelines

28. What schools are saying this year

29. Summary
ASSESMENTS ARE POWERFUL MEANS TO DRIVE BEHAVIOR
IN THE PRESENT FORM, ASSESSMENTS DRIVE WHAT IS TAUGHT
DETAILED ASSESSMENT CAN TRANSFORM THIS WHERE SCHOOLS
USE ASSESSMENTS TO DRIVE WHAT SHOULD BE TAUGHT