The document discusses transforming assessment practices in India to align with objectives of the National Education Policy 2020, which aims to move beyond rote learning and promote holistic student development. It outlines several proposed changes to assessment, including aligning learning outcomes, pedagogy, and assessment tools with cognitive and socio-emotional aspects of learning. The document also discusses developing valid assessment tools at different stages, continuous updating based on student needs, and a focus on teacher competency and capacity building.

1. TRANSFORMING THE SYSTEM OF
ASSESSMENT:HOLISTIC PROGRESS CARD
(LEARNINGS FROM TEACHERS SIDE)
The
Assessment
Cycle
9
Presented by: Parvinder Kumar OSD Core Academic Unit, Exam Branch/Principal GBSSS Tikri Kalan, DoE, Delhi

3. NEP Objectives
Curriculum and pedagogy would be transformed by 2022
in order to minimise rote learning and instead encourage
holistic development and 21st century skills such as
critical thinking, creativity, scientific temper,
communication, collaboration, multilingualism, problem
solving, ethics, social responsibility, and digital literacy.

4.  Effective & Validated assessment tools
at all the stages (Foundational,
Preparatory, Lower Secondary and
Secondary level).
 Continuous updating of Assessment
tools as per students learning level and
style of learning.
 Special emphasis on Teacher
competency and Capacity Building.
(Developing, validation and transitions in real
classroom situations)
 Proper technological support for
assessment repository and Learning
management system .
TRANSFORMATION OF ASSESSMENT AND WINDS OF CHANGE IN PRESPECTIVE
OF NEP – 2020

5.  Aligning of Learning Outcomes with
cognitive & conative aspect of learner
(Emotional, Social & Intellectual
aspects of learner).
 Aligning the Pedagogy with Assessment
Tools and Techniques
 Contextualisation of Assessment tools
and techniques based on Real life
situations.
Assessment for Learning

6. Transformation Of The Assessment - Delhi
Learning Outcomes Aligned Syllabus
Learning Outcomes profile of each students.
Mentors Teachers
Teacher Development Coordinators
National and International Capacity Building Programmes for
Teachers and Principals
Core Academic Unit/ Assessment Unit at the centre to align all
the Academic & Assessment programmes / Innovations.
Dedicated Academic Repository
Mission Buniyaad to strengthen the FLN of students
Dedicated Primary Branch for capacity building ,academic
support and coordination with Primary Teachers.
 Happiness Curriculum to help the learner improve his focus &
concentration abilities, Holistic joyful learning and to facilitate
the teachers with new pedagogy.
Deshbhakti Curriculum

7.  Anecdotal records
 Learner profile
 Portfolios & E- Portfolio
 Observation records (written/ audio or video)
 Meet the challenges of 21st century
 Reflect blended mode of assessment I.e. diagnostic, formative,
summative and E-Portfolio.
 Parent Input to gain insight from the child’s perspective.
 Triangulation of Data gathered by various stakeholders from
time to give conclusive evidence to check stage readiness of a
child.
 Learner Management System
Holistic Progress Report

22. Mentor
teacher
Academic guidance to 4-6 mentee schools
Support to TDCs ,Teachers and Principals
Specific focus from nursery to class 10
MTs form resource group with subject
specific expertise
 To learn and disseminate Best pedagogies .

24. Teacher
Development
coordinator (TDC),
BASED AT SCHOOL
SUPPORT TEACHERS IN
ACADEMIC GROWTH
ENSURE REGULAR MEETINGS
WITH ACADEMIC RESOURCE
TEAM FOR EFFECTIVE CLASS
ROOM PLANNING

31. Syllabus Aligned with Learning Outcome

32. LEARNER PROFILE
 INQUIRER
 KNOWLEDGEABLE
 THINKER
 COMMUNICATOR
 PRINCIPLED
 OPEN MINDED
 CARING
 RISK-TAKER
 BALANCED
 REFLECTIVE

33. Alignment of Syllabus with
LOs and Support Materials
Development of assessment
Tools and preparation of
question papers
Implementation and
Monitoring of Assessment
Tools
Research and Analysis in
the field of Education
RESPONSIBILITIES OF Core Academic Unit

34. CONTENT
• Ruhi went for an educational trip to Rajasthan . There she saw
some of the plants with thick body and spines on it . She did
not find any leaf on it. She thought of taking one of the plant
with her to Delhi, but all her efforts went in vain , as she could
not took it out of the soil.

35. For Pratibha group
( Science class-VI)
• Q1-What are the adaptations shown by the plant found in
desert?
• Q2-Give reason, why the plants grown in desert have thick
stem and spiny leaves ?
• Q3- Justify the statement “ desert plants have roots which go
deep into the soil”.
• Learning outcome: identify the characteristics of desert
plants .

36. For Nishtha group ( Science class-VI)
• Given below is a plant with thick stem and spine like structure
found in places where there is scarcity of water .
• Q1- Why do the leaves of this plant get modified into spines ?
• Q-2 Why this plant has thick stem ?
• Q-3 Is this statement True or False :
“This plant has roots which goes deep into the soil”.
• Learning outcome: identify the characteristics of desert plants .

37. Nishtha group ( Science class-VI)
Given here is a plant found in
Desert .
Label A ,B and C of this
plant .
Learning outcome: identify the characteristics of desert plants .

38. Checking the understanding: a new approach
Earlier:
What do you understand by
unemployment?
NOW
Read the following situations carefully and
state whether the concerned persons are
employed or unemployed. Justify your
answer.
(i) Dinesh works as a daily wage labourer in
Delhi. He earns Rs. 150 per day whereas the
going wages are more than his daily earnings.
(ii) Ramesh is a 25 year old man living in Delhi.
His father is a trader, but Ramesh is not
interested in working.

39. SOCIAL SCINECE CLASS VI (PRATIBHA)
EARLIER
• Write the works of Municipal
Corporation of Delhi.
NOW
• In your area, the heap of garbage are
lying here and there. Which civic
agency will clean it and what other
works this agency do?

40. PUZZLE BASED QUESTION
Earlier:
Write four Human made resources.
NOW:
Read the puzzle and find out four human made resources.
P B U S P G B
E A P H O N E
N T C B O O K
T T A B L E E
B R I D G E N
S C H O O L S
R A M C A R T

41. What kind of Assessment system we want?
Same for all Targeting to extract the best of Individual
Task- Complete the 100 Sprint race
Task 1- Complete the 100 meter race
Participants-
Task 2- Complete the 100 meter Swimming race
Participants-
Task 3- Complete the Tree Climbing race
Participants-
Task 4- Weight Lifting Competition
Participants-
Vs