Clear tests and examinations are completely inappropriate assessment tools for children up to class 2 and written tests should be introduced from class 3 onwards, the draft National Curriculum Framework (NCF) has recommended, stressing that assessment methods of delivery should be such that they do not contribute to any additional burden on the child
The structure which is being developed on the lines of the new national Education The Policy (NEP) suggests that two important methods of assessment that are appropriate for the foundational stage are observation of the child and analysis of the artifacts that the child has produced as part of his learning experience.
The draft states that categorical tests and examinations are completely inappropriate assessment tools for the foundational stage (preschool to class 2).
“Assessment should allow for diversity among children and in their learning. Children learn differently and express their learning in different ways. There can be many ways to assess learning outcomes or competency achievement The teacher should have the ability to design different types of assessments for the same learning outcome and make appropriate use of each assessment.
“Assessment should enable recording and documentation. Children’s progress should be described and analyzed through systematic collection of evidence. Assessment should not place any additional burden on the child. Assessment tools and procedures should be designed such that that they be a natural extension of the learning experience for the child,” it adds.
Describing evaluation for the preparatory stage (Classes 3 to 5), the draft recommends that “written tests should be introduced at this stage”.
“A variety of assessment methods should be used to promote learning. Portfolios can be used to holistically capture the progress of students through their work. It gives parents an overview of their learning.” Can also provide reliable picture. Peer and self-assessments can also be introduced to help students monitor their own learning trajectory.
“At the end of the preparatory phase, there should be a comprehensive summative assessment of student readiness to enter the middle phase where a number of new curricular areas are introduced,” it adds.
The education ministry on Thursday released the ‘pre-draft’ of NCF for school education and invited suggestions from stakeholders such as students, parents, teachers and scholars.
The draft, prepared by a panel headed by former ISRO chief K Kasturirangan, suggested that in the middle stage (Classes 6 to 8), the focus of the curriculum should be on conceptual understanding and higher-level abilities.
“Therefore, classroom assessment techniques such as projects, debates, presentations, experiments, investigations, role playing, journals and portfolios should be used to assess learning. It will help to synthesize your learning at logical intervals such as the end, end of the unit. Summative assessment consisting of multiple choice questions and constructed answers such as short and long answers may be used from time to time,” it says.
At the secondary stage (Classes 9 to 12), the panel has stressed that comprehensive classroom assessment should be practiced effectively to facilitate meaningful learning and formative feedback. Regular summative assessment should be conducted to record students learning against competencies.
“Self-evaluation will play an important role in student learning at this stage. Students should be given the facility to monitor what they are learning and use the feedback from this monitoring to adjust, adapt and decide their strategies for learning Do to do.
“Summative assessment can be designed using case-based questions, simulations and essay-type questions to enable assessment of competencies. At this stage, students should also prepare for board exams and other selection tests to gain access to higher education and career opportunities.”
According to ministry officials, the textbooks will be introduced from next year as per the new NCF.
The Ministry of Education has prepared four NCFs based on the 5+3+3+4 ‘curriculum and pedagogy’ structure that NEP 2020 has recommended for school education.
The ministry had launched the NCF for Foundational Stage (NCF-FS) for children aged 3-8 years in October 2022. In continuation of that policy, the next NCF for school education is being prepared.
Reforms in class 10 and 12 board exams, aligning the shift from 10+2 structure to 5+3+3+4 structure, and emphasizing on developmental approach suggesting curricular and pedagogic changes at different stages – foundational, elementary , middle and secondary – these are among the recommendations made in the pre-draft. The NCF has been revised four times – in 1975, 1988, 2000 and 2005. The new proposed amendment will be the fifth part of the framework.
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(This story has not been edited by News18 staff and is published from a syndicated news agency feed)