This document discusses assessment in education. It defines assessment and explains that it is important for evaluating student growth, providing feedback to teachers and students, making comparisons, and gathering accurate information. It describes upper primary stage assessments conducted during teaching, which allow teachers to provide immediate feedback and better track student progress. Assessment tools for upper classes include exams, oral presentations, portfolios, and rubrics. The document outlines reforms to exams and assessments under the National Education Policy 2020, including competency-based and formative assessments. It also discusses the role of the National Assessment Centre in setting standards and guidelines for student evaluation in India. Continuous and comprehensive evaluation is described as an important method for improving student performance through regular testing and evaluations.

1. Name : Neelam Kumari
Class : B.ED 2ND SEMESTER
ROLL NO : 22BED09

2. EVOLUTION
An Evaluation Is An Appraisal Of SomethingTo
Determine Its Worth Or Fitness. For Example, Before
You Start An Exercise Program, Get A Medical
Evaluation,To Make SureYou're AbleTo HandleThe
Activity.

3. ASSESSMENT
Assessment is the systematic basis for making
inferences about the learning and development of
students. It is the process of defining, selecting,
designing, collecting, analyzing, interpreting, and
using information to increase students' learning
and development.

5. KNOWING THE IMPORTANT OF
ASSESSMENT IN EDUCATION.
▪ Assessment is defined as the process of knowing or evaluation how much a
student has learned from the character or the lesson that was taught in
the class. In addition, the assessment also helps student to know the
result of their hated work and what areas they need to work upon on
order to grow.

6. Reasons as to why assessment is
considered as important in the
education system:
▪ Evaluating the growth
▪ For teacher
▪ Comparison
▪ Gathering accurate information
▪ Internalize discipline

8. UPPER
PRIMARY
STAGE BASED
ASSESSMENT
❖ The assessment is embedded in the upper stage school.
❖ It take place during teaching learning process
❖ In this assessment the teacher is actively engaged in goal
setting, plan of action and assessment.
❖ This upper stage based assessment is highly appreciated
because a teacher who teacher the learner knows them better
than anybody else.
❖ Teacher can change and modify their way of teaching or the way
they engage with the learner
❖ Teacher help the learners to meet their objective.

9. CHARACTERISTIC THE UPPER
PRIMARY BASED EVOLUTION
 In this assessment and evolution is carried out by the teacher who
have taught the learner throughout the year
 It allows the teacher to provide immediate constructive feedback.
 As there is a continuous engagement, it provides better space of
evolution.
 In this method appropriate cognitive challenge are provided to
learner so they can understand how to deal with the complex
tasks.

10. Assessment and evolution Tools for upper
class students
 Concept Maps Exams -
 Conceptests - Oral Presentations -
 Knowledge Survey - Poster Presentations
 Peer Review -
 Portfolios -
 Rubrics
 Written Reports
 Other Assessment Types

11. What are the NEP 2020 Exams &
Assessment Reforms
❑NEP 2020 aims to transform the nature of
learning assessments from one that is
summative and primarily tests rote
memorization skills to one that is:
❑More regular and formative
❑More competency-based and
❑One that tests higher-order skills, such as
analysis, critical thinking, and conceptual
clarity

12. CHANGE IN THE NATURE OF THE
PROGRESS CARDS
 He progress card will be A holistic, 360-degree,
multidimensional report that reflects the progress as well as
the uniqueness of each learner in the cognitive, affective,
and psychomotor domains.
Change in the nature of board exams
❑ Some of the key changes in the nature of board exams are:
❑ Greater choice of subjects
❑ Testing of core competencies rather than memory
❑ Best-of-two attempts: one main examination and another for improvement
❑ A possible semester or modular system to reduce pressure
❑ Option to choose subject levels based on interest e.g standard vs higher level in
math
❑ Certain subjects’ question papers may be redesigned to have two parts-one part of
MCQs and the other of a descriptive type
❑ All students will take school examinations in Grades 3, 5, and 8 so that learning
progress can be tracked throughout the school years rather than just at the end of
class 10 and 12.

13. National Assessment Centre,
PARAKH
❑ PARAKH that is Performance Assessment, Review, and Analysis of
Knowledge for Holistic Development is set up as a standard-setting body
under MHRD that fulfils the objectives of:
❑ Setting norms, standards, and guidelines for student assessment
❑ Guiding the State Achievement Survey (SAS) and undertaking the
National Achievement Survey (NAS)
❑ Monitoring achievement of learning outcomes in the country, and
❑ Encouraging and helping school boards to shift their assessment patterns
as per NEP 2020
❑ It will also advise school boards regarding new assessment patterns and
latest researches and promote collaborations between school boards.

14. LEAD PARTNER SCHOOLS ARE ALREADY
IN SYNC WITH NEP 2020 EXAMS &
ASSESSMENT REFORMS
❑ Our assessments target learning outcomes & competency
❑ We encourage the schools to capture values such as
sharing, growth mindset, respect, and more in their report
cards.
❑ Students get access to objective & subjective mock
papers for board exams along with detailed solutions
❑ Students are exposed to digital assessments thanks to
Practice Tests on the students’ app
❑ Apart from academics, our student development system
ensures every child develops the 5 essential skills required
to succeed in life.

16. CCE :
Continuous and comprehensive evaluation (CCE) is a
method of evaluating the student's performance to
understand the points of improvement in their
progress. It involves regular tests and evaluations
for better student performance.

17. OBJECTIVE :
❑ Development of cognitive, psychomotor and affective skills.
❑ To encourage thought processes rather than memorization.
❑ Make assessment an important part of education.
❑ To take help of evaluation for improving student performance.
❑ To make teaching-learning a learner- centered activity.
❑ To improve effectiveness of a course or program.

19. IMP. OF CCE IN TAECHING LEARING
PROCESS
❑ It helps the students to understand their weak and strong points.
❑ It helps the teachers to guide the students on problems faced by
them.
❑ Enables the students to conduct self-assessment.
❑ Aids the student to reach the desired outcome of course.
❑ Helps the teachers to adopt new methods of teaching for better
outcomes.

20. Conclusion :
 Assessments are essential components of teaching and learning programmer and help
shape individual learning. Assessment at secondary and higher education levels in India
uses an examination system and it relies solely on the teacher to assess students. The
assessment does not assess the ability of students to design and carry out experiments or
even evaluate their understanding of mathematical and scientific concepts. purpose of
assessment as a means of learning about students and the progression of their learning.
The different forms of assessment will also be considered as well the assessment
practices in mathematics, and in particular in intermediate schools in India as it can
provide insights into the quality of assessment practices. The quality of the total education
programmer depends to a great extent on the quality of evaluation. It is a continuous and
integral part of any process of teaching and learning. It is an inclusive concept which
indicates all kinds of efforts and all kinds of means to ascertain the quality value and
effectiveness of desired outcomes. It is the sum total of quantitative and qualitative
description along with the value description of decision. By designing the series of
activities evaluation measures the effectiveness of teaching learning process as a whole.
The quality of learning outcome and learner’s learning can be measured by evaluation.
Evaluation is a systematic and continuous process which not only measures the
educational achievement of the students and also helps in their progress.

21. SUBMITTED TO :
 MS. NIRJU BORA MA’AM